Wayne County Public Schools
NC Essential Standards for Social Studies- 2010
First Grade – Social Studies Pacing Guide
1st 9 Weeks
Civics & Government
Unit 1: Citizenship
1.C&G.1: Understand the importance
of rules.
1.C&G.1.1
Explain why rules are needed in the
home, school and community.
1.C&G.1.2
Classify the roles of authority figures
in the home, school and community
(teacher, principal, parents, mayor,
park rangers, game wardens, etc).
1.C&G.1.3
Summarize various ways in which
conflicts could be resolved in home,
schools, classrooms and communities.
Culture
Unit 2: Culture
2nd 9 Weeks
History
Unit 3: Past and Present
1.H.1: Understand that history tells a
story of how people and events
changed society over time.
3rd 9 Weeks
Geography
Unit 4: Geography
1.G.1: Use geographic representations,
terms and technologies to process
information from a spatial perspective.
1.H.1.1
Explain how and why neighborhoods
and communities change over time.
1.G.1.1
Use geographic tools to identify
characteristics of various landforms and
bodies of water.
1.H.1.2
Explain the importance of folklore
and celebrations and their impact on
local communities.
1.G.1.2
Give examples showing locations of
places (home, classroom, school and
community).
1.H.1.3
Explain why national holidays are
celebrated (Constitution Day,
Independence Day, Martin Luther
King, Jr., Memorial Day, Presidents’
Day, etc).
1.G.1.3
Understand the basic elements of
geographic representations using maps
(cardinal directions and may symbols).
Environmental Literacy…
Unit 5: Where People Live
1.C.1: Understand the diversity of
people in the local community.
1.G.2: Understand how humans and the
environment interact within the local
community.
1.C.1.1 – Compare the languages,
traditions, and holidays of various
cultures.
1.G.2.3
Explain how the environment impacts
where people live (urban, rural, weather,
transportation, etc).
1.C.1.2 – Use literature to help people
understand diverse cultures.
Unit 1: Civics & Government
Textbook Unit 2: Good Citizenship
Textbook Unit 1: Lessons 1 & 2,
Roles in a Family; Groups
Unit 2: Culture
Textbook Unit 1: Lessons 3 & 4,
Meeting People
Unit 3: History
Textbook Unit 3: Changing People &
Places
Textbook Unit 4: Special Days
Textbook Unit 7: Technology We Use
Today(change over time)
Unit 4: Geography
Textbook Unit 5: Lessons 1, 2, 3,
Where People Live
Textbook Unit 7: Technology We Use
Today
Unit 5: Environmental Literacy: Where
People Live
Textbook Unit 5: Lesson 4, People &
Places
Textbook: Harcourt Social Studies, NC Edition: Communities Around Our World, Harcourt Inc., 2009
4th 9 Weeks
Continued….Environmental Literacy…
Unit 5: Changing the Environment & Using
Natural Resources
1.G.2: Understand how humans and the
environment interact within the local
community.
1.G.2.1
Explain ways people change the
environment (planting trees, recycling,
cutting down trees, building homes,
building streets, etc).
1.G.2.2
Explain how people use natural resources in
the community.
Economics & Financial Literacy
Unit 6: Economics & Financial Literacy
1.E.1: Understand basic economic concepts.
1.E.1.1
Summarize the various ways in which
people earn and use money for goods and
services.
1.E.1.2
Identify examples of goods and services in
the home, school and community.
1.E.1.3
Explain how supply and demand affects the
choices families and communities make.
Unit 5: Continued…Environmental Literacy:
Changing the Environment & Using
Natural Resources
Textbook Unit 5: Lesson 5, People Use
Resources
Unit 6: Economics & Financial Literacy
Textbook Unit 6: The Market Place
Revised: July 2015
First Grade – 2010 NC Essential Standards – Social Studies
History
1.H
1.H.1: Understand that history tells a story of how people and events changed society over time.
NC Essential Standards
The North Carolina Social Studies Essential Standards offer a sound, thoughtful, and
defensible curricular framework that is designed to enable all students at all grade levels to acquire
the essential knowledge, understanding, and skills needed to be informed, active citizens in the
21st century. The five organizational strands of the social studies program: 1-history, 2-geography
& environmental literacy, 3- economics and financial literacy, 4- civics and government, and 5culture are addressed with increasing rigor and relevance at each grade level. Underlying these
strands is the belief that all students should understand social studies and develop civic efficacy.
According to George Drayton Strayer, early 20th century educator and author, “Education is only
worth the difference it makes in the activities of the individual who has been educated.” With this
in mind, each Local Education Agency (LEA) is encouraged to provide social studies classes and
appropriate instruction at all grade levels to help students achieve the social studies knowledge,
understanding, and skills that enable them to participate in our society.
A balanced and effective social studies program, K‐12, prepares students to be active, informed,
and responsible citizens. Students acquire and perfect knowledge, understanding, and skills of
individual and group inquiry and examine a broad range of peoples and cultures. Students gain
from social studies the attitudes and values that enable them to be effective problem‐solvers, good
decision‐makers, and wise planners. As a result of an effective social studies education, they are
prepared to deal with present, recurring, and unforeseen problems at the local, state, national,
and global levels.
Content – The proposed social studies essential standards are designed to ensure that all
students at all grade levels acquire the essential knowledge and skills to be informed, active citizens
in the 21st century. In kindergarten through grade twelve, there is attention to the development of
social studies concepts and skills and how they build over time. Essential standards and clarifying
objectives were developed to ensure that the content is developmentally matched to the age and
stage of the learner for better clarity and specificity. For each grade level, K‐12, the content was
reviewed for evidence of rigor and vertical alignment.
Kindergarten through second grade students are introduced to an integrative approach of Social
Studies by exploring aspects of self, others, families and communities across the world in
developmentally responsive ways. In early years, children develop a foundation for the entire
Social Studies program beginning in Kindergarten; therefore, Social Studies must be an essential
part of the daily curriculum. As students are acquainted with diverse classmates, they develop
awareness of the similarities among individuals in the classroom as well as within the school,
community and world. Comparing family traditions enables students to accept and appreciate their
pluralistic society and acquire a sense of purpose regarding their role and the role of other citizens
within the community and world. K-2 students develop geographic awareness of their surroundings
by using geographic representations to process information about locations using maps and globes.
They learn that people not only use the environment, but also modify or adapt to it. In history,
students begin to develop the ability to think like a historian as they acquire knowledge of history
to understand the past and present. Students begin to appreciate the influence history has on their
daily lives as they identify contributions of historical figures. They examine why certain events and
people are celebrated through national holidays. In economics, students develop and build upon
basic economic concepts by relating them to their own wants and needs.
Social Studies Organizational Strands
1. History
2. Geography & Environmental Literacy
3. Economics and Financial Literacy
4. Civics and Government
5. Culture
Concept(s): Change, Community, Culture
Clarifying Objectives
1.H.1.1 - Explain how and why neighborhoods and communities change over time.
1.H.1.2 - Explain the importance of folklore and celebrations and their impact on local communities.
1.H.1.3 - Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin
Luther King, Jr., Memorial Day, Presidents’ Day, etc.)
Geography and Environmental Literacy
1.G
1.G.1: Use geographic representations, terms and technologies to process information from a
spatial perspective.
Concept(s): Location, Physical Characteristics
Clarifying Objectives
1.G.1.1 - Use geographic tools to identify characteristics of various landforms and bodies of water.
1.G.1.2 – Give examples showing the location of places (home, classroom, school and community).
1.G.1.3 – Understand the basic elements of geographic representations using maps (cardinal directions and
map symbols).
1.G.2: Understand how humans and the environment interact within the local community.
Concept(s): Change, Human-Environment Interaction, Natural Resources
Clarifying Objectives
1.G.2.1 - Explain ways people change the environment (planting trees, recycling, cutting down trees,
building homes, building streets, etc.).
1.G.2.2 - Explain how people use natural resources in the community.
1.G.2.3 – Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).
Economics and Financial Literacy
1.E
1.E.1: Understand basic economic concepts.
Concept(s): Goods and Services, Supply and Demand, Choice, Resources, Wants and Needs
Clarifying Objectives
1.E.1.1- Summarize the various ways in which people earn and use money for goods and services.
1.E.1.2 – Identify examples of goods and services in the home, school and community.
1.E.1.3 – Explain how supply and demand affects the choices families and communities make.
Civics and Government
1.C & G
1.C&G.1: Understand the importance of rules.
Concept(s): Citizenship, Authority, Conflict, Fairness, Order, Rules, Rights,
Responsibilities
Clarifying Objectives
1.C&G.1.1 – Explain why rules are needed in the home, school and community.
1.C&G.1.2 – Classify the roles of authority figures in the home, school and community (teacher, principal,
parents, mayor, park rangers, game wardens, etc.).
1.C&G.1.3 – Summarize various ways in which conflicts could be resolved in homes, schools, classrooms
and communities.
Culture
1.C.1: Understand the diversity of people in the local community.
Concept(s): Culture, Values & Beliefs, Diversity
Clarifying Objectives
1.C.1.1 – Compare the languages, traditions, and holidays of various cultures.
1.C.1.2 – Use literature to help people understand diverse cultures.
1.C