WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE ONE

 

Unit Title: Your Family and Mine

 

Standard:   1: Historical Thinking,

   2: Local, United States and World History,

   3: Historical Themes,

   4: Applying History

   8: International Relations

 

Estimated Number of Days to Complete Unit: Integrated and On-going

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Family structures are unique.

2.

A family is successful when responsibilities are met by its members.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Students will conduct interviews with great grandparents, grandparents, parents.

2.

Students will make a family tree, collage, or write a poem or story about their family.

3.

Students will compare and contrast wants and needs of their family.

4.

Create an ABC book of important social studies words.  Add illustrations and/or written descriptions for various pages in this book as they relate to the topic.

 

 

ESSENTIAL QUESTIONS

 

1.

What makes families unique?

2.

How do the responsibilities of family members help them obtain their wants and needs?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Describe how change, location and time affect families.

2.

Research and discuss their family structure/history.

3.

Compare and contrast wants and needs of family.

4.

Prioritize wants and needs.

5.

Identify the kinds of responsibilities family members have to provide for the needs of the family.

6.

Describe how money is used to purchase things people need or want.

7.

Explain the importance of saving money for a future use.

 

 

 

 

 

SUGGESTED RESOURCES

 

1.

Just Me and My Dad by Mercer Mayer

2.

The Giving Tree by Shel Silverstein

3.

Mom and Dad Don’t Live Together Anymore by Christine Harder Tangwald

4.

Someone I Loved Died by Christine Harder Tangwald

5.

The Relatives Came by C. Rylant

6.

When I Was Young in the Mountains by C. Rylant

7.

My Mother’s House, My Father’s House by C.B. Christiansen

8.

The Keeping Quilt by Patricia Pollacco

9.

My Rotten Red Headed Older Brother by Patricia Pollacco

10.

Chicken Sunday by Patricia Pollacco

11.

A Picnic in October by Eve Bunting

12.

The Wednesday Surprise by Eve Bunting

13.

What It’s Like to Be Old

14.

Invite family members in to discuss jobs

15.

www.proteacher.com

16. 

Time capsule for each student for the year. 

 

 

 

Unit Title: Neighborhoods and Communities

 

Standard: 5:  United States Constitution and Government

                6:  Rights and Responsibilities of Citizens

                7:  Political Systems

                13: Limited Resources

                14: Economic Systems

                15: Economic Interdependence

 

Estimated Number of Days to Complete Unit: Integrated and Ongoing

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

A successful community is made up of individuals or groups of individuals working together for the benefit of the community.

2.

Rules are established to create safety and guarantee individual and group rights.

3.

A community’s economy depends upon the producers and consumers within it.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Create a model community including neighborhoods, and essential buildings within it.

2.

Solve a fictional problem within a community working with peers. (Role play)

3.

Create a list of classroom/school rules.

4.

Write a story about a consumer experience.

5.

Create an ABC book of important social studies works.  Add illustrations and/or written descriptions for various pages in this book as they relate to the topic.

 

 

ESSENTIAL QUESTIONS

 

1.

What characteristics of a community help it to function effectively?

2.

How do rules help the community?

3.

Why is it necessary for a community to have consumers and producers?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify the characteristics of a neighborhood/community.

2.

Design a map of child’s neighborhood.

3.

Identify the interdependence and shared responsibility of individuals living in a community.

4.

Create a community including neighborhoods and essential buildings within it. (Es. Hospital, fire/police departments, stores, post office, bank, etc.)

5.

Identify the importance of rules within a home, classroom, school and community.

6.

Develop an appropriate list of classroom rules.

7.

Explain why people need to work.

8.

Compare and contrast consumers and producers.

9.

Perform various classroom jobs and responsibilities.

 

 

SUGGESTED RESOURCES

 

1.

www.sfsocialsutdies.com  

2.

 www.zillions.org 

3.

 www.hud.gov/kids

4.

 www.enchantedlearning.com

5.

 www.proteacher.com

6.

 City Mouse-Country Mouse and Two More Mouse Tales from Aesop

7.

 Where Children Live by Thomas Allen

8.

 The Little House by Virginia Lee Burton

9.

 Delivery Van by Maestro

10.

Ferryboat by Maestro

11.

Bike Trip by Maestro

12.

Grandpa’s Corner Store by Diane Disalvo Ryan

13.

On the Town, A Community Adventure by Judith Caseley

14.

How My Family Lives In America by Susan Kuklin

15.

You Forgot Your Skirt Amelia Bloomer by Shana Cory

16.

Towns and Cities by Claire Llewellyn

17.

Prairie Town by Bonny Geisert

18.

Alexander, Who Used to Be Rich Last Sunday by Judith Viorst

19.

With Love, Little Red Hen by Alma Flor Ada

20.

The Awful Aardvarks Go To School by Reeve Lindebergh

21.

 Boom Town by Sonia Levitin

22.

Jellybeans for Sale by Bruce McMillan

23.

Sim Town Computer Program

 

 

 

Unit Title: Map Skills

 

Standard:    9: Places and Regions,

10: Physical System,

11: Human Systems,

12: Human and Environmental Interaction

 

Estimated Number of Days to Complete Unit: six weeks

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Maps and globes are representations of the world or parts of it.

2.

 Maps and globes contain symbols to identify specific characteristics.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Draw a map of the classroom, bedroom and/or neighborhood including a legend with symbols and a route to a specific location.  (Ex. classroom map with a route to the class library.)

2.

Follow peer directions to get from one place to another within or around their school.

3.

Create an ABC book of important social studies words.  Add illustrations and/or written descriptions for various pages in this book as they relate to the topic.

 

 

ESSENTIAL QUESTIONS

 

1.

What story do maps and globes tell?

2.

What are the important features on a map?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Compare and contrast a map and a globe.

2.

Identify a compass rose as a directional tool.

3.

Identify pictorial symbols on maps such as symbols for school, house, road, bridge, mountains, etc.

4.

Explain that a map is a drawing of a particular location.

5.

Locate places within their own community and nearby communities in CT.

6.

Locate North America on a globe or map.

 

 

SUGGESTED RESOURCES

 

1.

Time for Kids/Weekly Reader activities

2.

Sim Town Computer Program

3.

State and world classroom maps

4.

www.enchantedlearning.com

5.

www.abcteach.com/directory/researchreports/maps/

6.

www.proteacher.com

7.

Puzzle Maps USA  by Nancy Clouse

8. 

This is the Way We Go To School  by Edith Baer

9.

Buried Treasures  by Kirsten Hall

10.

Our Book of Maps  (Rigby Series)