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1st Grade Social Studies Skills
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Culture Standards
1.1.1a | 1.1.1b | 1.1.1c | 1.1.1d | 1.1.2a | 1.1.2b | 1.1.2c | 1.1.3a | 1.1.3b
Recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food, and clothing.
1.1.1 a
  1. Daily Life in 1621 - What was life like for the Wampanoag and the Pilgrims?
Recognize people learn customs from their culture.
1.1.1 b

 

Explain the culture of the family and community.
1.1.1 c
 
Recognize people use diverse languages to communicate with one another.
1.1.1 d
  1. Greeting Friends From Other Places - Students will be introduced to map reading by examining the "Afghanistan, Land in Crisis" map (available in print or online). Students will practice different types of greetings, and learn how children in Afghanistan might greet one another.
Define multiculturalism.
1.1.2 a
 
Explain the culture of a place.
1.1.2 b
 
Describe the importance of diverse beliefs, customs, and traditions of families.
1.1.2 c
 
Understand individual differences in languages, beliefs, and customs that may be unique to one’s culture.
1.1.3 a
 
Retell stories from diversely selected folk tales, myths, and legends.
1.1.3 b
  1. Fairy Tales - Google directory of fairy tales
  2. Folk and Fairy Tales - Yahoo directory of folk and fairy tales
  3. Folk Tales of Kids, by Kids, for Kids - a storybook created by young international story tellers!
  4. Myths and Folktales - DMOZ directory of myths and folktales
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Economics Standards
1.2.1a | 1.2.1b | 1.2.1c | 1.2.1d | 1.2.1e | 1.2.2a | 1.2.2b | 1.2.2c | 1.2.3a | 1.2.3b
Recognize that workers who provide services earn money to meet needs and wants.
1.2.1 a
  1. Workers and their Hats - drag the headgear to the correct jobs
Recognize that people advertise goods and services through different forms of communication.
1.2.1 b
 
Identify how people exchange goods and services.
1.2.1 c
  1. Business Buddies - Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
  2. Money is what we use to buy basic needs - food, clothing, and shelter - and wants - things people would like to have. - a one page poster This is an Adobe Acrobat document
Describe the requirements of various jobs and the characteristics of a job well performed.
1.2.1 d
  1. Recognizing Appropriate Clothing for the Job - Help Firefighter Fran get dressed for work.
Describe how specialized jobs contribute to the production of goods and services.
1.2.1 e
 
Recognize that goods and services are exchanged worldwide.
1.2.2 a

 

Give examples of industries and the resources needed to operate industries.
1.2.2 b
  1. How People Make Sneakers - from Mister Rodgers' Neighborhood
  2. Identify Natural Resources, Capital Resources, or Human Resources in this drag and drop activity.
Identify examples of goods and services in the home, school, and community.
1.2.2 c
  1. Goods - things that people make or grow that you can buy - a one page poster This is an Adobe Acrobat document
  2. What Places Do You Have in Your Neighborhood? - this story will read itself to you. After students are familiar with the story, you can use a version that asks your students to do the reading.
Distinguish the difference between goods and services.
1.2.3 a
  1. Business Buddies - Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
Differentiate between consumers and producers.
1.2.3 b
  1. Business Buddies - Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
  2. Little Bill the Producer! - This lesson (from EconEd Link) teaches the most basic vocabulary about production. People who make goods and provide services are called producers.
  3. Slide show followed by a quiz on producers and consumers
  4. Match producers and the products they make by dragging images from one row to another
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Geography Standards
1.3.1a | 1.3.1c | 1.3.1d | 1.3.2a | 1.3.2b | 1.3.2c | 1.3.2d | 1.3.2e | 1.3.2f | 1.3.2g | 1.3.3a | 1.3.3b | 1.3.3c | 1.3.3d
Recognize that maps and globes are representations or models of specific places.
1.3.1 a
  1. Create a Tennis Ball Globe - students create a Tennis Ball Globe, allowing them to see how a spherical Earth can be shown as one type of flat map This is an Adobe Acrobat document
Use map symbols and legends to identify locations and directions.
1.3.1 c
  1. Can You Read a Map? - Use a map to answer questions
Interpret symbols that represent various forms of geographic data and use these symbols to identify locations and directions.
1.3.1 d

 

Define what cardinal directions are.
1.3.2 a

 

Locate places using cardinal directions on maps and globes.
1.3.2 b
  1. Cardinal Directions and the Compass Rose - from World Atlas
  2. Compass Rose - The compass rose is a design on a map that shows directions. It shows north, south, east, west, northeast, northwest, southeast, and southwest. (printable worksheet from Enchanted Learning)
  3. The Orientometer ( Where You Can Win "Cardinal Points") - You're standing on the center square at dawn, and the sun is rising to your right. That's EAST. Now see how many of the following directions you can find. [scroll down and then click on the word Orientometer]
  4. Where is Japan - Students use the four cardinal directions to find real places on a map. (Author - Sandi King)
Locate cities, states, countries, continents, and major bodies of water on maps and globes.
1.3.2 c
  1. Puzzle Maps from iKnowThat.com - (natural features) From the Physical Features section select Continents and Ocean. After selecting the map you will be asked to register. Click on "Maybe Later," to go to the game. The game has a "Read it to Me" button.
  2. Continents and Oceans can also be found at Label Maps or Clue Maps
Describe the concept of human features as in cities, buildings, farms, roads, and railroads.
1.3.2 d
 
Locate and name the places in school and the neighborhood.
1.3.2 e
 
Identify the geographic location of the United States and Tennessee on a globe and a map.
1.3.2 f
 
Estimate distances such as from home to school.
1.3.2 g

 

Explain how land is used for different tasks in the local area.
1.3.3.a
 
Define natural resources and explain how people are dependent on them.
1.3.3.b
 
Compare and contrast natural and artificial features of the earth.
1.3.3.c
  1. Puzzle Maps from iKnowThat.com - (natural features only) From the Physical Features section select; Gulf Region, Bay Area, Plains Region, Canyon Region, or Continents and Ocean. After selecting one you will be asked to register. Click on "Maybe Later," to go to the game. Each game has a "Read it to Me" button.
    1. You can find similar activities at Label Maps or Clue Maps
Describe what weather is.
1.3.3.d
 
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Governance and Civics Standards
1.4.1a | 1.4.1b | 1.4.1c | 1.4.2a | 1.4.2b | 1.4.2 c | 1.4.3a | 1.4.3b | 1.4.3c | 1.4.3d | 1.4.3e | 1.4.4a | 1.4.4b | 1.4.4c | 1.4.4d
Recognize the United States Constitution as the basis for the laws in our country.
1.4.1 a
 
Categorize rules and laws we follow as members of a family, school, and community.
1.4.1 b
 
Explain the purpose of government and give examples of laws that establish order, provide security, and control conflict.
1.4.1 c
  1. Our Government at Ben's Guide to U. S. Government asks, "Why do we need a Government?" five pages provide an answer (K-2)
Understand that community governments employ various service workers.
1.4.2 a
  1. Take a Tour of City Hall - animated, interactive tour from Kids Next Door ( a HUD site)
  2. Your Neighborhood at Ben's Guide to Government features the many people who are there to help you. (click on a building to learn about the people) (K-2)
Identify leaders in the community, state, and nation.
1.4.2 b
  1. Meet the Mayors - Mayors around the country are included in this database provided by the U.S. Conference of Mayors.
Describe the relationship between local, state, and national government.
1.4.2 c
  1. The Three Branches of U.S. Government - at Ben's Guide to U. S. Government
Define citizenship and responsibility.
1.4.3 a
 
Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class.
1.4.3 b
 
Categorize responsibilities that citizens have to their community, state, and country.
1.4.3 c
 
Design a set of rules or laws for a home, classroom, or community.
1.4.3 d
 
Recognize family and school rules as compared with those from another culture.
1.4.3 e
 
Recite and explain the meaning of the Pledge of Allegiance.
1.4.4 a
  1. Ben's Guide to U. S. Government has a copy of the Pledge
  2. The Pledge of Allegiance - a one page poster This is an Adobe Acrobat document
Understand that voting is a way of making choices and decisions.
1.4.4 b
 
Explain how selected customs, symbols, and celebrations reflect an American love of individualism and inventiveness.
1.4.4 c
  1. Match the Symbols - print the page as a review worksheet
  2. Symbols of U.S. Government can be seen at Ben's Guide to Government
Explain selected national and state patriotic symbols such as the United States and Tennessee flags.
1.4.4 d
  1. The Tennessee flag from 50 States.com
  2. Tennessee Flag Printout - print this page to color (from Enchanted Learning)
  3. The Flag of the United States - from the Betsy Ross flag to the current 50 star flag.
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History Standards
1.5.1a | 1.5.1b | 1.5.1c | 1.5.2a | 1.5.2b
Recognize some early forms of communication and how communication has changed over time.
1.5.1 a
 
Recognize that other countries have a longer history than the United States.
1.5.1 b
 
Identify contributions of diverse historical figures that have influenced the community, state, and nation.
1.5.1 c
 
Distinguish between the past, present, and future.
1.5.2 a
 
Recognize major events in American history.
1.5.2 b
 
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Individuals, Groups, and Interactions Standards
1.6.1a | 1.6.1b | 1.6.1c | 1.6.2a | 1.6.2b | 1.6.2c
Work independently and cooperatively to accomplish goals.
1.6.1 a
 
Recognize individuals have responsibilities to the group whether as a leader or as a member.
1.6.1 b
 
Recognize the importance of individuals and families as part of neighborhoods.
1.6.1 c
 
Describe the unique features of one’s nuclear and extended families.
1.6.2 a
 
Give examples of the tension between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.
1.6.2 b
  1. When Wants Become Needs - Needs are what you must have. Needs are essential. Wants are what you would like to have. Wants are nice to have. But sometimes wants can become needs. (use this as a whole class activity)
Recognize that cooperation is necessary in working with a group to complete a task.
1.6.2 c
 

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