Hartford School District
Social Studies Curriculum
Grade 1
Pilgrims and Native Americans-History
Enduring Understandings - Students develop an understanding of the differences between the past and the present and the reasons for the
differences
1st GE's
Essential Questions
Knowledge and Skills
1-2:8
What are the differences
Classify objects from long ago and today.
Students
between the life of a pilgrim
connect the past and present day Americans? Explore objects and looking closely at similarities,
with the
differences, and change.
present.
Describe ways that school life has both changed and
stayed the same over time.
1-2:9
Students show
Collect information about the past.
and
understanding
of how humans
interpret history.
Sample Activities and
Resources
Read informational texts about
Pilgrims.
Generate a focus statement.
Gather facts and sort facts.
Research and make a class big
book
Make a chart comparing life
then and life now.
Grade 1
Holiday Traditions-Cultural Geography
Enduring Understandings - People in the same community can have different holiday traditions based on their cultural background.
1st GE's
Knowledge and Skills
Essential Questions
1-2:13 Students
analyze how
and why
cultures
continue and
change over
time.
What are the differences and Identify ways a culture is expressed through celebrating
similarities between the
holiday traditions.
students’ family holiday
traditions?
Sample Activities and
Resources
Read holiday books about
different cultures.
Interview family members
about personal holiday
traditions.
Record personal holiday
tradition by drawing picture,
dictating a report or writing a
report
Make a graph comparing the
different holiday class traditions
Grade 1
Community Workers - Civics, Government and Society and Economics
Enduring Understandings - A community is a system of related people with various jobs and responsibilities.
1st GE's
1-2:17
Students
examine how
access to
various
institutions
affects justice,
reward and
power.
1-2:19
Students show
understanding
of the
interconnected
ness between
government
and the
economy
Essential Questions
Knowledge and Skills
How do community workers Identify ways in which local institutions promote the
(fire fighters, police officers, common good (police enforce rules and laws, fire
teachers, doctors) promote
department, ambulances)
the common good?
Identify jobs people do in the community and the value
these jobs bring to the community
Sample Activities and
Resources
Read books about different
community jobs.
Have community members visit
to talk about their jobs.
Make a big book about people’s
jobs and how the jobs promote
the common good.
Grade 1
Math Farm Unit -Economics
Enduring Understandings - Farms and farmers produce food goods and have an integral role in the economic sustainability of a rural and
world community.
1st GE's
Essential Questions
1-2:18
Where does food come from?
Students show
an
How is food produced?
understanding
the interaction What is a farmer’s job like?
/interdependen
ce between
humans, the
environment
and the
economy.
1-2:20
Students make
economic
decisions as a
consumer,
producer,
saver, investor
and citizen.
Knowledge and Skills
Participate in activities as a buyer or seller.
Discuss where goods come from.( milk- cow bacon- pig)
Sample Activities and
Resources
During Farm unit, students role
play being a famer by planning
and buying animals.
Identify economic activities that use resources in the local Make a chart of farm products.
region.(maple syrup production, logging)
Read informational books about
farm and farm products.
Recognize the difference between basic needs and wants
Answer the question Do you
Explain why people earn, spend and save.
want to be a farmer?
Grade 1
School Citizenship
Enduring Understandings - Through the discussion of civic issues that arise in school, the students will learn about rules, fairness, and
collective decision making. It is not necessary to create individual unit(s) of study.
Students will demonstrate an understanding of their role in society and participate in their school and community in a positive manner.
1-2 GE's
Essential Questions
1-2:14
How can we be responsible
Students act as members of a group?
citizens.
Knowledge and Skills
Describe what it means to be a responsible member of a
group.
Sample Activities and
Resources
PBiS
Second Step
Describe his/her role as a member of the group.
1-2:15
Students show Why are rules important?
understanding
of various
forms of
government.
Responsive Classroom
Demonstrate positive interaction with group members.
School-wide Behavior Plan
Express his/her point of view on a variety of issues.
Class Council
Participate in setting and following rules of the group,
school and community.
Morning Meeting
Identify rules or safety laws that solve a specific problem. I Care Language
Explain why rules and laws are written down.
Identify the consequences of not following rules or laws.
Describing characteristics of good leadership and fair
decision-making and how that affects others.
1-2:16
How can we contribute to our
Students
classroom, our school, and
examine how our community?
different
societies
address issues
of human
interdependence.
Explain that people have rights and needs.
Identify how the groups to which a person belongs
influence how she or he thinks and acts.
Define their own rights and needs – and the rights and
needs of others.
Give examples of ways that she or he is similar to and
different from others.
Identify examples of interdependence among individuals
and groups.
Practice communication skills with individuals and
groups.
Describe feelings and situations that might lead to conflict.
Describe ways that people solve problems.