1
st
1 Grade Social Studies Concept Map
Report Card & Curriculum Connection
Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS)
Unit 1: Citizens of the United States
RT4: Civics & Government
1.RT4.PSa
1.RT4.PSb
1.RT4.PSc
1.RT4.PSd
1.RT4.PSe
1.RT4.PSf
1.RT4.PSg
Explain why rules are necessary at home and school (EU2,4, CC4,5,6,14,15, CS1,2)
Create rules and explain why rules must be applied fairly (EU2,4, CC5, CS1,2,5)
Discuss how groups make decisions and solve problems, such as voting and consensus (EU2, CC9)
Identify the significance of symbols in the United States (EU3, CC10,11)
Recite the Pledge of Allegiance (EU3, CS4)
Describe holidays and events and tell why they are commemorated in the United States (EU1,5, CC1,2,3,16)
Identify some responsibilities that students have at home and school (EU2, CC13)
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Critical Content/Concept Web
Unit Topic:
Citizens of the United States
Conceptual Lens:
Grade:
National Identity
1st









Government
Necessity of rules
Group decision making
Symbols in the U.S.A
Pledge of Allegiance
U.S. holidays and events
Responsibilities at home and school
Rules
Events commemorated in the Unites
States
Unit Overview
Students will look at their role as a citizen of
the United States through the lens of national
identity. They will examine patriotism by
looking at national holidays and patriotic
symbols. Students will also look at their role
as a citizen of the United States.
Unit Topic:
Citizens of the
United States
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Grade: 1st
Subject: Social Studies
Unit: Citizens of the Untied States
Lens: National Identify
Enduring Understandings
Guiding Questions
RT4 Civics & Government
1. A country recognizes national holidays to promote unity. a. What is a national holiday?
b. Why do we recognize national holidays?
Performance Standards & State Standards
c. How are national holidays different from other holidays?
1.RT4.PSf Describe holidays and events and tell why they are commemorated in the
United States (4.2.3)
d. For each national holiday-Independence Day, Veterans
Day, Civil Rights Day, and President’s Day:
 When is _______ day recognized?
 Why do we recognize _______day?
 Who are the people associated with this holiday?
 How did these people impact our country?
2. Citizens have rights and responsibilities.
a. Why are rules necessary in homes, classrooms,
lunchrooms, in the community, at games, and recess?
Performance Standards & State Standards
b. How are rules made?
1.RT4.PSa Explain why rules are necessary at home and school (4.1.1)
1.RT4.PSb Create rules and explain why rules must be applied fairly (4.1.2)
c. Why should rules be followed?
1.RT4.PSc Discuss how groups make decisions and solve problems, such as voting and
d. Who enforces the rules?
consensus (4.1.3)
1.RT4.PSg Identify some responsibilities that students have at home and school (4.3.2)
e. What is a citizen?
f. What does it mean to be, a responsible citizens?
State Standards Only
4.1.4 Identify personal traits, such as courage, honesty, and responsibility
g. Who are some individuals that are helpful in your life?
4.3.1 Identify individuals who are helpful to people in their everyday lives
(e.g. fireman, policeman, etc.)
3. A country recognizes patriotic symbols and songs to
a. What are some patriotic symbols?
encourage patriotism.
b. Where did they come from?
Performance Standards & State Standards
1.RT4.PSd
Identify the significance of symbols in the United States (4.2.1)
1.RT4.PSe
Recite the Pledge of Allegiance (4.2.2)
4. Rules establish order in a family.
Performance Standards & State Standards
1.RT4.PSa Explain why rules are necessary at home and school (4.1.1)
1.RT4.PSb Create rules and explain why rules must be applied fairly (4.1.2)
a.
b.
c.
d.
What is a rule?
What kinds of rules are established in families?
Why do families have rules?
How do the rules affect the decisions families make?
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e. How do rules and decisions affect the whole family?
f. Do families need rules? Why/Why not?
5. Family members have responsibilities that help them
work together.
Performance Standards & State Standards
1.RT4.PSf Name some responsibilities that students have at home and school (4.3.2)
State Standards Only
4.1.4 Identify personal traits such as courage, honesty and responsibility
4.3.1 Identify individuals who are helpful to people in their everyday lives
a. What are chores?
b. Do families share chores?
c. Is it important for families to share chores? Why/Why
not?
d. What does it mean to be courageous, honest and
responsible?
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Grade: 1st
Subject: Social Studies
Unit: Citizens of the United States
Lens: National Identity
Critical Content and Skills
AC = Assessment Code:
Critical Content (CC) - Students will know…
1. National holidays
2. Difference between national holidays and
other holidays
3. People associated with certain holidays and
their impact on our country (e.g. Abraham
Lincoln, George Washington, Thomas
Jefferson, etc.)
4. Importance of rules
5. How rules are made (eg. voting, command
decisions, etc.)
6. People in authority enforce rules
7. The definition of a citizen
8. What a responsible citizen is
9. How to make decisions and solve problems
10. The significance of patriotic symbols
11. The significance of patriotic songs
12. Individuals who are helpful to people in their
everyday lives
13. A variety of responsibilities that students have
at home and at school
14. The definition of a rule
15. The relationships between chores and
responsibilities
16. Different events that are commemorated in
the United States
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Critical Skills (CS) - Students will be able to …
1. Participate in making rules.
2. Follow rules.
3. Participate in compromising and negotiating.
4. Recite the Pledge of Allegiance.
5. Create rules and explain why rules must be
applied fairly.
AC
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1st Grade Social Studies Concept Map
Report Card & Curriculum Connection
Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS)
Unit 2: My Own Family Past & Present
RT1: History
1.RT1.PSa
1.RT1.PSb
1.RT1.PSc
1.RT1.PSd
Recognize that each person belongs to many groups such as family, school, friends and neighborhood (EU5, CC1)
Compare differences in the ways American families live today to how they lived in the past (EU6, CS1)
Use timelines to show personal and family history (EU6, CS6)
Compare personal histories, pictures, and music of other selected times and places in America’s past (EU4,7, CS2)
RT3: Economics
1.RT3.PSa
1.RT3.PSb
1.RT3.PSc
1.RT3.PSd
Identify the basic needs of people such as food, clothing, and shelter (EU1,2, CC2, CS3)
Identify ways people meet their needs by sharing, trading, and using money to buy goods and services (EU3, CC2,3, CS5)
Name things that people may want but do not need and explain the difference (EU1,2, CC3, CS4)
Identify ways to save money for future needs and wants (EU3, CC9)
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Critical Content/Concept Web
Unit Topic:
My Own Family Past & Present
Conceptual Lens:
Grade:
Unit Overview
Interdependence
1st





History
Groups
Personal histories
American lifestyles past and
present
Timelines
Family history
Students will understand the characteristics of
families. Students will explore how families
are interdependent upon each family member
to make decisions, to meet needs and wants,
and to communicate.
Unit Topic:
My Own Family




Economics
Basic needs
Ways to meet basic needs
Want v. need
Saving money
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Grade: 1st
Subject: Social Studies
Unit: My Own Family Past & Present
Lens: Interdependence
Enduring Understandings
Guiding Questions
RT3 Economics
1. Basic Needs (food, clothing, shelter, love) stay the
a. What are needs?
same, wants of families change over time.
b. What are wants?
c. How are the needs and wants similar and/or different
Performance Standards & State Standards
among families?
1.RT3.PSa Identify the basic needs of people such as food, clothing, and shelter (3.1.1)
d. Have the needs and wants of families changed over
1.RT3.PSc Name things that people may want but do not need and explain the
difference (3.1.3)
time?
e. How have the needs and wants of families changed over
time?
2. Families work together to make choices depending on
their needs and wants.
Performance Standards & State Standards
1.RT3.PSa Identify the basic needs of people such as food, clothing, and shelter (3.1.1)
1.RT3.PSc Name things that people may want but do not need and explain the
difference (3.1.3)
3. Families use money to purchase goods and services.
Performance Standards & State Standards
1.RT3.PSb Identify ways people meet their needs by sharing, trading, and using
money to buy goods and services (3.1.2)
1.RT3.PSd Identify ways to save money for future needs and wants (3.4.1)
a.
b.
c.
d.
e.
What are your family’s needs?
What are your family’s wants?
How do families work together to meet needs?
What is a choice?
What is a compromise?
a.
b.
c.
d.
e.
f.
g.
h.
What is money?
What is a good?
What is a service?
What does it mean to consume? What is a consumer?
What kinds of services do families consume?
How do families purchase their goods and services?
What does it mean to save?
What are ways your family can save for needs and
wants? (e.g. cut back in other areas, savings accounts,
etc.)
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Grade: 1st
Subject: Social Studies
Unit: My Own Family Past & Present
Lens: Interdependence
Enduring Understandings
Guiding Questions
RT1 History
4. Family ancestors influence traditions.
a. What is a tradition? (How holidays are celebrated?)
b. What is an ancestor?
Performance Standards & State Standards
c. What kinds of traditions do families have?
1.RT1.PSd Compare personal histories, pictures, and music of other selected times and
places in America’s past (1.1.4)
d. Where do traditions originate?
e. How did ancestors influence traditions?
5. Families are diverse.
Performance Standards & State Standards
1.RT1.PSa Recognize that each person belongs to many groups such as family, school,
friends and neighborhood (1.1.1)
1.RT1.PSd Compare personal histories, pictures, and music of other selected times and
places in America’s past (1.1.4)
a. What is a family?
b. How are families different? (appearance, structure,
size)
c. How is a family a group?
d. What other groups are you a part of in addition to your
family? (e.g. school, friends, neighborhood, sports, etc.)
6. Families change over time.
Performance Standards & State Standards
1.RT1.PSb Compare differences in the ways American families live today to how they
lived in the past (1.1.2)
1.RT1.PSc Use timelines to show personal and family history (1.1.3)
a. How do families change over time?
b. Why do families change over time?
c. How is your family different from your parents’ family
and grand parents’ family?
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Grade: 1st
Subject: Social Studies
Unit: My Own Family Past & Present
Lens: Interdependence
Critical Content and Skills
AC = Assessment Code:
Critical Content (CC) - Students will know…
1. The characteristics of a family
2. Differences between needs and wants
3. Differences between choice and compromise
4. Difference between money, goods and
services
5. The definition of a consumer
6. What traditions are
7. What ancestors are
8. Families are diverse
9. Different ways to save money for future
needs and wants
10. That each person belongs to many groups
such as family, school, friends, neighborhood,
etc.
11. How responsibilities have changed over time
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Critical Skills (CS) - Students will be able to …
1. Compare personal histories, pictures, and
music of selected times and places in
America’s past.
2. Compare differences in the ways American
families live today to how they lived in the past
3. Identify the basic needs of people such as
food, clothing, and shelter
4. Name things that people may want but do not
need and explain the difference.
5. Identify ways people meet their needs by
sharing, trading, and using money to buy
goods and services.
6. Use timelines to show personal and family
history.
7. Identify personal traits such as courage,
honesty and responsibility.
8. Correctly use the terms of past, present,
future, yesterday, today and tomorrow.
AC
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1st Grade Social Studies Concept Map
Report Card & Curriculum Connection
Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS)
Unit 3: Comparing and Contrasting Families in Other Countries
RT2: Geography
1.RT2.PSa
1.RT2.PSb
1.RT2.PSc
1.RT2.PSd
1.RT2.PSe
1.RT2.PSf
Explain what maps and globes represent and how they are used (EU4, CS2)
Use directions on a map: East, West, South, and North (EU4, CS1)
Identify legends and keys on maps (EU4, CS3)
Identify continents and large bodies of water on a globe or a map (EU4, CS4)
Name and locate continent, country, state, and community in which the class lives (EU4, CS5)
Describe ways people adjust to their environment (EU5, CS6)
RT3: Economics
1.RT3.PSa
1.RT3.PSb
Identify the basic needs of people such as food, clothing, and shelter (EU3, CC5)
Identify ways people meet their needs by sharing, trading, and using money to buy goods and services (EU2, CC3)
RT5: Global Perspectives
1.RT5.PSa
1.RT5.PSb
Compare family life in other parts of the world (EU1, EU4, CC6)
Compare family structures and daily routines of various cultures around the world (EU1, CC7)
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Critical Content/Concept Web
Unit Topic:
Comparing and Contrasting Families in Other Countries
Conceptual Lens:
Grade:
Cultural Unity and Diversity
1st
Global Perspectives
 Family life
 Family structures
 Daily routines





Geography
Maps and globes
Cardinal directions
Map legends and keys
Continents & bodies of water
Adjust to environment
Unit Overview
Through the study of another culture,
students will understand that families are
more alike than different, therefore,
promoting cultural tolerance. (i.e. all families
have traditions, a form of exchange, needs
and wants, and transportation).
Unit Topic:
Comparing &
Contrasting Families in
Other Countries


Economics
Basic needs
Ways people meet their basic
needs
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Grade: 1st
Subject: Social Studies
Unit: Comparing and Contrasting Families in Other Countries
Lens: Cultural Unity and Diversity
RT5 Global Perspectives
Enduring Understandings
1. All cultures have traditions and are diverse from one another.
Performance Standards & State Standards
1.RT5.PSa Compare family life in other parts of the world (5.1.1)
1.RT5.PSb Compare family structures and daily routines of various cultures around the
world (5.1.2)
a.
b.
c.
d.
Guiding Questions
What are traditions? What is diversity
What are the traditions of U.S. families?
What are some traditions of families in other countries?
How are these traditions alike and/or different?
RT3 Economics
2. Families in other countries use a form of exchange.
Performance Standards & State Standards
1.RT3.PSb Identify ways people meet their needs by sharing, trading, and using money
to buy goods and services (3.1.2)
3. Families in other countries have needs and wants.
Performance Standards & State Standards
1.RT3.PSa Identify the basic needs of people such as food, clothing, and shelter (3.1.1)
a.
b.
c.
d.
e.
What is exchange? (e.g. currency, barter)
Can you give examples of an exchange?
What is America’s/U.S. main form of exchange?
What is the main form of exchange in other countries?
How are these forms of exchange different/alike?
a. What are the needs and wants of an American family?
b. What are the needs and wants of families in other countries?
c. How are these needs and wants alike and different?
RT2 Geography
4. Maps are representations of the real world.
Performance Standards & State Standards
1.RT3.PSa Explain what maps and globes represent and how they are used (2.1.1)
1.RT3.PSb Use directions on a map: East, West, South, and North (2.1.2)
1.RT3.PSc Identify legends and keys on maps (2.1.3)
1.RT3.PSd Identify continents and large bodies of water on a globe or a map (2.1.4)
1.RT2.PSe Name and locate continent, country, state, and community in which the
class lives
5. People adjust to their environment.
Performance Standards & State Standards
1.RT2.PSf Describe ways people adjust to their environment (2.2.1)
a. Are families located on every continent?
b. What are some countries to the north, south, east and west
of us?
c. What is the globe a representation of?
d. What is the purpose of a legend and a key on a map?
e. What is the difference between water and land on a map?
a. How do people adjust to their environment? How have
those adjustments affected the family structure?
b. How do people modify/change their environment? How
have those changes affected the family structure?
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Grade: 1st
Subject: Social Studies
Unit: Comparing and Contrasting Families in Other Countries
Lens: Cultural Unity and Diversity
AC = Assessment Code:
Critical Content and Skills
Critical Content (CC) - Students will know…
1.
2.
3.
4.
5.
What traditions are
What diversity is
What exchange is
Traditions of other countries
Needs and wants in American families and in
families of other countries.
6. How families are different throughout the world.
7. Examples of family structures and daily routines of
various cultures around the world
AC
Q – Quizzes
O – Observations
D – Dialogues
T – Tests
P – Prompts
WS – Work Samples
SA – Student Self-Assessment
Critical Skills (CS) - Students will be able to …
AC
1. Use directions on a map: East, West, South, and
North.
2. Explain what maps and globes represent and how
they are used.
3. Identify legends and keys on maps.
4. Identify and name continents and oceans on a
globe or map.
5. Name and locate continent, country, state, and
community in which the class lives
6. Describe ways people adjust to their environment
Revised March 2012