Madison Public Schools
Grade 1 Social Studies
Written by:
Victoria Koehler
Sara Kolesar
Revised by:
Francesca Frosoni
Victoria Koehler
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Janine Loconsolo
Supervisor of Elementary Education
Approval date:
September 9, 2014
Revisions approved August 18, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
John Flynn
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
Grade 1 Social Studies focuses on the fundamental concepts of history, government, citizenship,
economics, and geography. The focus will be on life in school and at home. Students will learn how
schools and families change over time and how they work together to create a cooperative unit.
Students will develop an understanding of how they play a role in the classroom community and
family unit.
Goals
This course aims to:
● develop the understanding of the importance of school rules and our roles and
responsibilities in the school and classroom
● identify and describe how our decisions affect others at school and at home
● explore and interpret how families help shape who we are through past experiences, beliefs,
and traditions
● explore how family and school life has changed over time
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: Life at School
Unit Summary:
This unit introduces students to life at school. Students will learn about their responsibilities as
classmates while they explore ways to get along in school. Students will learn reasons for having
rules and discuss the consequences of not following them. Students will explore their classroom and
develop map skills by creating a classroom map. Lastly, students will compare schools of long ago to
schools of today.
Suggested Pacing: 22 lessons
Learning Targets
Unit Essential Questions:
● Why do we need rules?
● How do we ensure that our classroom runs smoothly?
● What are my rights and responsibilities as a member of my class?
● How are classrooms unique?
● How have classrooms evolved over time?
● How can we use maps to help us understand the world around us?
Unit Enduring Understandings:
● Rules and laws are developed to protect people’s rights and the security and welfare of
society.
● The examination of individual experiences and events promotes an understanding of
individual and community, and responses to the violation of fundamental rights.
● The physical environment can both accommodate and be endangered by human activities.
● Personal, family, and community history is a source of information for individuals about the
people and places around them.
● Recognize that people have different perspectives based on their beliefs, values, traditions,
culture, and experiences.
● Spatial thinking and geographic tools can be used to describe and analyze the spatial
patterns and organization of people, places, and environments on Earth
Evidence of Learning
Unit 1 Benchmark Assessment Information:
Open Ended Question: How do we ensure that our classroom runs smoothly?
Poster Project
Objectives
(Students will be able to…)
Chapter One: How Do We
Get Along at School?
Describe responsibilities as
classmates while exploring
ways to get along in school.
Essential
Content/Skills
Content:
Cooperative Behavior
Cooperation in
neighborhoods
Responsibilities to one
another in the school
community
Suggested
Assessments
Illustrate to show
something students can do
to get along in school.
Describe picture in one
sentence.
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.A.1
Explain how rules and laws created by
community, state, and national
governments protect the rights of people,
help resolve conflicts, and promote the
common good.
6.1.4.A.11
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens
exercising their civic responsibilities at the
community, state, national,
and global levels.
Skills:
Identify the reason for and
types of cooperative
behavior
Describe the results of one
neighborhood’s efforts at
cooperation
Pacing
6 lessons
(Can
incorporate
into September
procedures and
expectations
through
Morning
Meeting or
other
activities.)
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
Identify school rules
Demonstrate ways to get
along
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others with
care, speaking one at a time about the
topics and texts under discussion).
Draw and describe
examples of cooperative
behavior
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
W1.8
With guidance and support from adults,
recall information from experiences or
gather information from provided sources
to answer a question.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter Three: Why Do
Schools Have Rules?
Learn about the reasons
for having rules.
Content:
Value of rules
Rules at school
Process of rule-making for
a city
Skills:
Identify the purpose and
benefits of having rules at
school
Compare rules at home
with rules at school
Vote to make a decision
Illustrate the consequences
of following and breaking
rules
Write and illustrate a
school rule and the results
of not following it. Divide
students into groups and
have each group choose 1
rule and logical
consequence
(according to the number
of groups/ student), then
have students vote on the
rules.
6.1.4.A.1
Explain how rules and laws created by
community, state, and national
governments protect the rights of people,
help resolve conflicts, and promote the
common good.
6.1.4.A.3
Determine how “fairness,” “equality,” and
the “common good” have influenced
change at the local and national levels of
United States government.
6.1.4.A.11
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens
exercising their civic responsibilities at the
community, state, national,
and global levels.
5 lessons
6.1.4.A.12
Explain the process of creating change at
the local, state, or national level.
6.3.4.A.1
Evaluate what makes a good rule or law.
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others with
care, speaking one at a time about the
topics and texts under discussion).
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
W1.8
With guidance and support from adults,
recall information from experiences or
gather information from provided sources
to answer a question.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter Six: What is a
Map?
Learn what maps are and
how to use them.
Content:
What is a map?
Parts of a map
Map symbols/directions
Types of maps
Map of the classroom
Skills:
Create a three-dimensional
setting that corresponds to
a two-dimensional map
Read a classroom map
Use a compass rose to
determine direction
Complete Reading A Map
worksheet​
(see suggested
​
activities and resource
page for worksheet link)
Complete Using A Map:
Directions (see suggested
activities and resource
page for worksheet link)
Create a map of the
classroom. ​
The map
​
should include a grid for
coordinates, a compass
rose, a legend with
symbols and what they
represent.
Identify maps that show
local areas, the United
States, and the world
Compare and contrast past
and present community
life with an emphasis on
schooling, childrens’ lives,
and transportation.
Content:
Schools of long ago
compared to schools of
today
School-related objects of
the past
School in the future
Modes of transportation
from the past
Timelines
5 Lessons
6.1.4.B.3
Explain how and when it is important to
use digital geographic tools, political
maps, and globes to measure distances
and to determine time zones and locations
using latitude and longitude
RL.1.2
Retell stories, including key details, and
demonstrate understanding of their
central message or lesson
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Use symbols to create a
classroom map
Chapter Seven: What Was
School Like Long Ago?
6.1.4.B.1
Compare and contrast information that
can be found on different types of maps,
and determine when the information may
be useful.
Create a venn diagram
comparing schools in the
past and schools today.
Draw a picture of a
classroom from the past,
today and in the future.
Share pictures.
6.1.4.A.9
Compare and contrast responses of
individuals and groups, past and present,
to violations of fundamental rights.
6.1.4.C.16
Explain how creativity and innovation
resulted in scientific achievement and
inventions in many cultures during
different historical periods.
6 lessons
Sequence a series of life
events using a simple
timeline.
Skills:
Predict uses of historical
artifacts
Compare and contrast
Sequence events using a
timel
6.1.4.C.17
Determine the role of science and
technology in the transition from an
agricultural society to an industrial
society, and then to the information age.
6.1.4.D.11
Determine how local and state
communities have changed over time, and
explain the reasons for changes.
6.1.4.D.14
Trace how the American identity evolved
over time.
RI.1.3
Describe the connection between two
individuals, events, ideas or pieces of
information in a text
W.1.8
With guidance and support from adults,
recall information from experiences or
gather information from provided sources
to answer a question.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Unit 2 Overview
Unit Title: Working Together at School
Unit Summary:
In this unit students discover the importance of learning and accepting one another. Students learn
about the typical duties of school workers and discover how each contributes to the school
community. Students discover that they can make valuable contributions at school by helping
others, respecting school property, being positive, and solving problems.
Suggested Pacing:​
19 lessons
​
Learning Targets
Unit Essential Questions:
● How can we and others effectively contribute to our school community?
● How can we ensure our school runs smoothly?
● How is our school unique?
● How can we make valuable contributions to our school?
● How do we make decisions/choices as part of a community?
Unit Enduring Understandings:
● Interaction among various institutions in the local, national, and global economies influence
policy making and societal outcomes.
● In an interconnected world, it is important to consider different cultural perspectives before
proposing solutions to local, state, national, and global challenges.
● Personal, family, and community history is a source of information for individuals about the
people and places around them.
Evidence of Learning
Unit 2 Benchmark Assessment Information:
Open ended question: How do other effectively contribute to our school community?
School Worker Profile Project
Objectives
(Students will be able to…)
Chapter Two: Why Is It
Important to Learn from
Each Other?
Discover the importance of
learning from and
accepting one another.
Essential
Content/Skills
Suggested
Assessments
Content:
Similarities and differences
Interests
Special Talents
Talking and listening
Unique personalities
Listen and talk with a
partner and report what is
important about them
through words or pictures.
(Do puzzle piece activity)
Skills:
Identify similarities and
differences among
classmates
All About Me Poster
Compare and contrast
classmates
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.A.3
Determine how ''fairness,'' ''equality,'' and
the ''common good'' have influenced
change at the local and national levels of
United States government.
6.1.4.A.15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community, state,
national, and global challenges.
Pacing
7 lessons
(Can
incorporate into
September
procedures and
expectations
through
Morning
Meeting or
other
activities.)
6.1.4.D.18
Explain how an individual’s beliefs,
values, and traditions may reflect more
than one culture.
Categorize classmates
Analyze the cost and
benefits of different
choices
6.1.4.D.19
Explain how experiences and events may
be interpreted differently by people with
different cultural or individual
perspectives.
6.1.4.D.20
Describe why it is important to
understand the perspectives of other
cultures in an interconnected world.
RL.1.10
With prompting and support, read prose
and poetry of appropriate complexity for
grade 1.
W.1.2
Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
SL.1.6
Produce complete sentences when
appropriate to task and situation.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter Four: Who Helps
Us at School?
Content:
Roles and responsibilities
of school workers
Comprise a list of school
workers’ names and jobs.
Students should discuss
6.1.4.A.7
Explain how the United States functions
as a representative democracy, and
6 lessons
Learn about typical duties
of school workers
(teachers, principal,
secretary and custodian)
and how each contributes
to the school community.
Services provided in
schools
Leaders in our government
Skills:
Make inferences about a
person’s job using pictures
Give supporting evidence
for inferences
Identify contributions of
service providers in our
school
Identify contributions of
leaders in our government.
their responsibilities. This
list will be used for the unit
assessment.
describe the roles of elected
representatives and how they interact
with citizens at local, state, and national
levels.
6.1.4.A.11
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens
exercising their civic responsibilities at the
community, state, national,
and global levels.
6.1.4.C.6
Describe the role and relationship among
households, businesses ,laborers, and
governments within the economic system.
RI.1.1
Ask and answer questions about key
details in a text.
RI.1.2
Identify the main topic and retell key
details of a text.
RI.1.3
Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
W.1.2
Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
W.1.6
With guidance and support from adults,
use a variety of digital tools to produce
and publish writing, including in
collaboration with peers.
W.1.7
Participate in shared research and writing
projects (e.g., explore a number of
"how-to" books on a given topic and use
them to write a sequence of instructions).
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
SL1.2
Ask and answer questions about the key
details in text read aloud or information
presented orally or through other media.
SL.1.4
Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences when
appropriate to task and situation.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter Five:
How Are We Good Helpers
at School?
Discover that they can
make valuable
contributions at school by
helping others, respecting
property, being positive
and solving problems.
Content:
Citizenship
Comparing life in the past
and life in the present
Skills:
Make decisions about the
best way to be a good
citizen.
Make a “Helping Hand
Award” to honor helpers
who help others, take care
of things, do their best, and
respect others.
6.1.4.A.9
Compare and contrast responses of
individuals and groups, past and present,
to violations of fundamental rights.
List four characteristics of
being a good citizen.
6.1.4.A.11
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens
exercising their civic responsibilities at the
community, state, national,
and global levels.
Identify similarities and
differences between life in
the past and life in the
present.
6.1.4.D.11
Determine how local and state
communities have changed over time, and
explain the reasons for changes.
6.1.4.D.14
Trace how the American identity evolved
over time.
6.3.4.D.1
Identify actions that are unfair or
discriminatory, such as bullying, and
propose solutions to address such actions.
RI.1.7
Use illustrations and details in a text to
describe its key ideas.
SL1.4
Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.
6 Lessons
Unit 3 Overview
Unit Title: Families Are Special
Unit Summary:
In this unit, students will learn that families are special in different ways. They will learn about the
different family members, types of homes, and activities families can participate in. Students will
learn what families need and want, and the difference between the two. Lastly, students learn about
ways family members care for each other by helping each other, sharing knowledge, and spending
time together.
Suggested Pacing: 17 lessons
Learning Targets
Unit Essential Questions:
● What makes a family?
● How do families prioritize their needs and wants?
● How do family members fulfill their different roles and responsibilities?
● How are families unique?
Unit Enduring Understandings:
● People make decisions based on their needs, wants and the availability of resources.
● Personal and family history is a source of information for individuals about the people and
places around them.
● Cultures include traditions, popular beliefs, and commonly held values, ideas, and
assumptions that are generally accepted by a particular group of people.
● Economics is a driving force for the occurrence of various events and phenomena in
societies.
● Understanding of financial instruments and outcomes assists citizens in making sound
decisions about money, savings, spending, and investment.
Evidence of Learning
Unit 3 Benchmark Assessment Information:
Open ended question: How is your family unique?
Family Shield Project
Objectives
(Students will be able to…)
Chapter 9
How Are Families Special?
Learn that all families are
special in different ways.
Essential
Content/Skills
Content:
Family Roles
Family Attributes
Communities
Skills:
Identify family roles using
relationship terms
(mother, brother etc.)
Names examples of three
categories of family
attributes (family roles,
types of home, and types of
activity)
Compare and contrast
communities in terms of
physical features, climate
and human activities
Suggested
Assessments
Postcard Pen Pals
Students will identify
communities on postcards,
compare and contrast the
places represented and
compare the places shown
on the postcard with their
own communities.
Write/illustrate a postcard
from their own
community. Share and
compare with a partner.
Write a booklet about one’s
own family.
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.B.4
Describe how landforms, climate and
weather, and availability of resources have
impacted where and how people live and
work in different regions of New Jersey
and the United States.
6.1.4.B.6
Compare and contrast characteristics of
regions in the United States based on
culture, economics, politics, and physical
environment to understand the concept of
regionalism.
6.1.4.B.10
Identify the major cities in New Jersey,
the United States, and major world
regions, and explain how maps, globes,
and demographic tools can be used to
understand tangible and intangible
cultural differences.
6.1.4.D.13
Describe how culture is expressed through
and influenced by the behavior of people.
W.1.7
Participate in shared research and writing
projects (e.g., explore a number of
"how-to" books on a given topic and use
them to write a sequence of instructions).
W1.8
With guidance and support from adults,
recall information from experiences or
gather information from provided sources
to answer a question
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
SL.1.2
Ask and answer questions about key
details in a text read aloud or information
presented orally or through other media.
SL.1.4
Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
SL.1.6
Pacing
4 lessons
Produce complete sentences when
appropriate to task and situation.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter 10
What Do Families Want
and Need?
Learn what families need
and want.
Content:
Needs and wants
Food, clothing and shelter
Jobs to earn money to
provide needs and wants
(economics)
Skills:
Distinguish between needs
and wants as things we
must have to live and
wants as thing it would be
nice to have
Identify food, clothing and
shelter as need each family
has
Describe jobs that people
do to earn money to meet
their needs and wants
Identify items a family
might need and want while
away from home
Needs and Wants Bingo
Draw a needs and wants in
bingo boxes and label each
drawing with the word
need or want
Needs and Wants T-Chart
Characterize pictures into
needs and wants
Complete Needs Vs. Wants
sort (see suggested
activities and resource
page for worksheet link)
Complete Needs Vs. Wants
writing assignment in
which students will use the
spaces provided to write a
need, then illustrate with a
picture and a want, then
illustrate with a picture
(see suggested activities
and resource page for
worksheet link)
6.1.4.C.1
Apply opportunity cost to evaluate
individuals’ decisions, including ones
made in their communities.
6.1.4.C.2
Distinguish between needs and wants and
explain how scarcity and choice influence
decisions made by individuals,
communities, and nations.
6.1.4.C.3
Explain why incentives vary between and
among producers and consumers.
6.1.4.C.10
Explain the role of money, savings, debt,
and investment in individuals’ lives.
6.1.4.C.11
Recognize the importance of setting
long-term goals when making financial
decisions within the community.
RL.1.2
Retell stories, including key details, and
demonstrate understanding of their
central message or lesson
W.1.2
Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
W.1.7
Participate in shared research and writing
projects (e.g., explore a number of
"how-to" books on a given topic and use
them to write a sequence of instructions.
SL.1.2
Ask and answer questions about key
details in a text read aloud or information
presented orally or through other media.
SL.1.4
Describe people and places, things, and
events with relevant details, expressing
ideas and feeling clearly
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences when
appropriate to task and situation.
L.1.6
8 lessons
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter 11
How Do Family Members
Care for Each Other?
Learn about ways family
members care for each
other.
Content:
Family activities
Personal experiences
Conservation
Caring for the Earth
Skills:
Sort pictures of family
activities into three
categories of caring
Explain the sorting
decision
Give examples of one’s
own family activities to
relate new concepts to
personal experience
Identify a local problem
related to Earth and its
resource
Make a plan for solving
problem
Create a scroll that
identifies ways to help
one’s family
6.1.4.C.9
Compare and contrast how access to and
use of resources affects people across the
world differently.
6.1.4.D.13
Describe how culture is expressed through
and influenced by the
behavior of people.
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
5 Sessions
Unit 4 Overview
Unit Title: Family Traditions
Unit Summary:
In this unit students learn about ways families change over time. They will discuss how families are
different sizes and are comprised of different members. Students will explore their own family.
They will learn about their family traditions and the traditions of others.
Suggested Pacing:​
12 lessons
​
Learning Targets
Unit Essential Questions:
● How are families different?
● How do families change over time?
● How do family traditions shape who we are as individuals?
Unit Enduring Understandings:
● Cultures include traditions and commonly held values, ideas and assumptions that are
generally accepted by a particular group of people.
● The cultures with which an individual or group identifies changes and evolves in response to
interactions with other groups and/or in response to needs or concerns.
● People view and interpret events differently because of the times in which they live, the
experiences they have had, the perspectives held by their culture and their individual point of
view.
● The world is comprised of nations that are similar to and different from the United States.
Evidence of Learning
Unit 4 Benchmark Assessment Information:
Open Ended Question: How are families’ traditions unique?
Family Tradition Book
Objectives
(Students will be able to…)
Chapter 12
How Do Families Change?
Essential
Content/Skills
Content:
Family Changes
Family Responsibilities
Learn about ways families
change over time.
Skills:
Identify why and how
families change
Name responsibilities and
activities that change
Compare old and new ways
of doing things
Suggested
Assessments
Window to the Future
Students predict future
change in their own
families and
write/illustrate these
changes
Venn Diagram comparing
family in the past and
present
Write about how certain
daily household items have
changed from a long time
ago
Predict future changes in
family
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.D.11
Determine how local and state
communities have changed over time, and
explain the reasons for changes.
Pacing
5 lessons
6.1.4.D.20
Describe why it is important to
understand the perspectives of
other cultures in an interconnected world.
6.1.4.D.18
Explain how an individual’s beliefs,
values, and traditions may reflect more
than one culture.
W.1.2
Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
W.1.3
Write narratives in which they recount
two or more appropriately sequenced
events, include some details regarding
what happened, use temporal words to
signal event order, and provide some
sense of closure.
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
SL.1.2
Ask and answer questions about key
details in a text read aloud or information
presented orally or through other media.
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.
Chapter 13
What Are Family
Traditions?
Explore their own family
traditions and learn about
the traditions of others
Content:
Holiday Traditions
Family Traditions
Comparing cultures
Skills:
Tradition Quilt Square
Students will make one
paper quilt square,
showing their family’s
traditions for celebrating a
special day.
6.1.4.B.1
Compare and contrast information that
can be found on different types of maps,
and determine when the information may
be useful.
6.1.4.A.14
7 lessons
Name details of traditional
holiday celebrations
Categorize traditions
Compare and contrast
family traditions with
other families
Identify a tradition from a
different part of the world
Create a visual design for a
family tradition
Comprise a list of holidays
families celebrate. This list
will be used for the unit
assessment.
Describe how the world is divided into
many nations that have their own
governments, languages, customs, and
laws.
6.1.4.D.13
Describe how culture is expressed through
and influenced by the
behavior of people.
6.1.4.D.17
Explain the role of historical symbols,
monuments, and holidays and how they
affect the American identity.
6.1.4.D.18
Explain how an individual’s beliefs,
values, and traditions may reflect more
than one culture.
6.1.4.D.19
Explain how experiences and events may
be interpreted differently by people with
different cultural or individual
perspectives.
6.1.4.D.20
Describe why it is important to
understand the perspectives of other
cultures in an interconnected world.
RI.1.2
Identify the main topic and retell key
details of a text.
RI.1.7
Use the illustrations and details in a text
to describe its key ideas.
RI.1.7
Identify basic similarities in and
differences between two texts on the same
topic (e.g., in illustrations, descriptions, or
procedures).
W.1.2
Write informative/explanatory texts in
which they name a topic, supply some
facts about the topic, and provide some
sense of closure.
W.1.7
Participate in shared research and writing
projects (e.g., explore a number of
"how-to" books on a given topic and use
them to write a sequence of instructions).
SL.1.1
Participate in collaborative conversations
with diverse partners about grade 1 topics
and text with peers and adults in small
and larger groups
SL.1.1.A
Follow agreed-upon rules for
discussions (e.g., listening to others with
care, speaking one at a time about the
topics and texts under discussion).
SL.1.1.B
Build on others' talk in conversations by
responding to the comments of others
through multiple exchanges.
SL.1.1.C
Ask questions to clear up any confusion
about the topics and texts under
discussion.
SL.1.2
Ask and answer questions about key
details in a text read aloud or information
presented orally or through other media.
SL.1.4
Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.
SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify
ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences when
appropriate to task and situation.
L.1.6
Use words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g., ​
because)​
.