grade 1 unpacking document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 1

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry K-2The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the K-2 grade band. Teachersshould be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 2 students will have beenexposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry indicators ineach grade.

Category Indicator

Compelling QuestionsI.1.1 Identify inquiry as a process to answer questions and solve issuesI.1.2 Recognize a compelling question with prompting and supportI.1.3 Explain why or how a compelling question is important to a topic or issue

Supporting Questions I.1.4 Identify what questions are needed to support the compelling questionI.1.5 Recognize how supporting questions connect to compelling questions

Gathering and EvaluatingSources

I.1.6 Demonstrate an understanding of facts, opinions, and other details in sourcesI.1.7 Identify the information surrounding a primary or secondary source including who created it, when theycreated it, where they created it, and why they created it

Developing Claims and UsingEvidence Starting in Grade 3

Communicating Ideas I.1.8 Construct responses to compelling questions using information from sourcesTaking Informed Action I.1.9 Identify problems related to the compelling question that students think are important

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This grade level does not have a specific time period of focus.

Unpacking the Behavioral Sciences ObjectivesStandard 1.B.1 Understand how culture, values, and beliefs shape people, places, and environmentsOverarching Concepts: Culture, Values, Beliefs, People, Places, Environments

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment1.B.1.1 Identifycultural practicesand traditions inlocal communitiesand places aroundthe world

Students must be ableto show they canrecognize or point outinformationrepresenting culturalpractices andtraditions in variousplaces around theworld.

Cultural practicesand traditions maybe different fordifferent peoplebased on wherethey live

The way peopleworship, celebrate,and live their dailylives may beinfluenced by theirvalues, beliefs, andfamily traditions

Various customs,traditions, andcelebrations peopleobserve as a part of aparticular culture

Examples of howpeople from othercultures live, work, andplay

Use diverse groups ofpeople in differentcommunities and placesaround the world todiscuss some or all of thefollowing:

● Types of food eatenand not eaten

● Types of clothing● Types of housing● Types of sports/

things done for fun● Types of holiday

traditions● Types of holiday

celebrations● Types of

superstitious beliefs● Types of cultural

practices related tothe environment andhow people live

● Types of personalgestures○ Eye contact○ Extending hands○ Bowing

● Ways families liveand interact witheach other○ Amish

Students are givenimages of culturalpractices andtraditions as well asimages that are notrepresentative ofcultural practices andtraditions. Studentsidentify the imagesthat represent culturalpractices or traditions.This activity may alsobe done with writtenstatements or shortscenarios at theappropriate readinglevel.

Students make a list ofat least 5 differenttraditions peopleobserve.

From a list, studentspick cultural practicesthat people and groupshave in commonaround the world.

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○ Carib Tribe ofVenezuela

○ Bantu people ofSub-SaharanAfrica



Assessment1.B.1.2Summarize waysthat culturally,racially, andethnically diversepeople help shapea community

Students must be ableto show they can orally,visually, or in writing,summarize (not retell)the main point or basicidea of informationthey have beenprovided about thevarious ways cultural,racial, and ethnicdiversity helps shapecommunities.

The culture of thepeople that live in acommunity helpsshape communitiesin different ways

The sharing ofdiverse and uniquebeliefs, talents, andways of living canhelp create diversecommunities

The diversity of acommunity helpscontribute to thetypes ofcelebrations,traditions, and otherevents that may beobserved

The difference betweenrace and ethnicity

Examples of thebeliefs, customs,ceremonies, traditions,and social practices ofthe varied cultures intheir local community(and others around theworld)

Various racial groups

Various ethnic groups

Various religious andcultural groups

Variety of diverserestaurants and storeswithin a community

Different places anddenominations of worshipin a community

Various holidays andfestivals● Thanksgiving

(Canada and USA)● Fourth of July● Juneteenth● Chinese New Year● Diwali● Cinco de Mayo● Occaneechi- Saponi

Cultural Festival● American Indian

Pow Wow● Rosh Hashanah● Ramadan

Students read a shortpassage, view aphotograph/drawing,or watch a videodepicting a festival,holiday, tradition, orother cultural practiceof a person or group ofpeople in a community.The studentssummarize the mainidea of what they read,viewed, or watched,orally or in writing. Theteacher should choosea passage, drawing, orvideo clip where themain idea is howpeople’s diversity helpsshape communities.

The teacher reads achildren’s book thattells a story about howthe celebrations of agroup of people havehelped shape acommunity. Based onthe story, studentswrite a short 2-3

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● Hanukkah

North Carolina festivals● Grandfather

Mountain ScottishHighland Games

● Lexington BBQFestival

● SeaGrove PotteryFestival

● Mayberry Days● Azalea Festival-

Wilmington● Brushy Mountain

Apple Festival-Wilkesboro

● Threshers Reunion-Denton

sentence summary ofhow culturally, racially,and ethnically diversepeople can help shapea community.


Students WillUnderstand Students Will Know Sample Topics Examples of Formative

Assessment1.B.1.3 Explainhow the artisticexpressions ofdiverse people andcultures contributeto communitiesaround the world

Students must be ableto demonstrateknowledge andunderstanding of theways in which peoplefrom different placesand cultures influencecommunities throughart, music, literature,and other culturalexpressions.

Art, music, andliterature oftenillustrate the valuesand beliefs ofdiverse cultures

Art, music, andliterature can enrichcommunities andbring diverse groupsof people together

Exposure to diversecultures through art,music, and literaturecan promotecultural awareness

Examples of artisticexpression

Different examples ofhow art, music, andliterature have mademeaningfulcontributions in variouscommunities

Examples of howpeople and groups incommunities spreadbeliefs as well as shareand borrow customs ortraditions

Folklore stories andlegends told in differentcultures, both locally andin communities around theworld● Aesop● Anansi● Johnny Appleseed● John Henry● Paul Bunyan● American Indian

Folklore● Jack Tales of

Appalachia

Music and musicalinstruments used in

The teacher creates achart with differentartistic expressions ofdiverse cultures listedin one column and theways those artisticexpressions contributeto the communitylisted in anothercolumn. Studentsmatch the expressionsto how they influence acommunity.

Students read or listento a story that reflectsartistic expression(s)

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and tolerance various cultures locallyand in communities invarious places around theworld● Music

○ Reggae○ Country○ Rock○ Pop○ Hip-hop/rap○ Jazz○ Folk○ Afrobeats○ Classical○ Punjabi○ Salsa○ Calypso○ Reggaeton○ Samba

● Instruments○ Castanets○ Gong○Maraca○ Spoons○ Steel Drums○ Xylophone○ Bagpipes○ Fiddle/violin○ Triangle○ Tambourine○ Horn○ Guitar

Various expressions of art,paintings, drawings,artifacts, and imagesimportant to differentcultures locally and incommunities in various

of diverse people or aculture and how itcontributes tocommunities. Theteacher asks studentsto reflect on the storyand pick out examplesof the different peoplerepresented and whatthey did to help add tothe community.Students engage in adiscussion on the textabout how the storyshows ways the peopleor culture contributedto the community. Theteacher should recordstudents’ discussionon the board or onchart paper.

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places around the world● Photography● Landscape● Still life● Graffiti● Pottery● Oil/watercolors● Charcoal● Animation● Origami● Stained Glass● Quilting



Assessment1.B.1.4 Explainhow culture, values,and beliefsinfluence howdisagreements areresolved inclassrooms, localcommunities, andthe world

Students must be ableto demonstrateknowledge andunderstanding of howa person’s or group’sculture, values, andbeliefs influence theways people solvedisagreements andproblems.

Outcomes todisagreements orconflicts can beachieved throughcompromise andcooperation

A person or agroup’s beliefs andvalues mayinfluence how theyengage in solvingdisagreements

Examples of variousways to solve adisagreement orconflict

Examples of differentvalues, beliefs, andcultural characteristicsthat may influence theway people solveproblems

Examples ofdisagreements● Classroom

○ Seating choices atlunch

○ Conflict on theplayground

○ Arguments on thebus

● Local Communities○ Traffic/driving

issues○Misunderstandings

between neighbors○ Land use disputes

like the location ofa landfill

○ Policy decisions oflocal governmentagencies likebudgets, buildingrestrictions, etc.

● World

After teaching aboutand discussing variousvalues and beliefs(e.g., respect forelders, respect forauthority, ways ofshowing respect, etc.),the teacher presentsstudents with severalconflict scenarios.Students are given alist of the values andbeliefs they discussedand are asked todecide what impactthose values andbeliefs might have onresolving each conflictscenario.

Students complete ateacher-made orready-made If/Then

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○ Use and control offresh watersources

○ Access towaterways forshipping

○Military decisions○ Pollution that

impacts aneighboringcountry

Mediation/peer mediation,arbitration, negotiation

Conflict resolution● Cooperation● Negotiation● Compromise

Use of translators whenlanguage barriers exist

Examples of real worldincidents that identifydisagreements andconflicts and how theywere solved

Chart by reading thedisagreements listed inthe first column andexplaining possibleways to resolve thedisagreement in thesecond column. Thismay be done orally orin writing.

Unpacking the Civics and Government ObjectivesStandard 1.C&G.1 Understand how people engage with and participate in the communityOverarching Concepts: People, Engagement, Participation, Community



Assessment1.C&G.1.1Exemplify waysindividuals and

Students must be ableto provide examplesthat show their

Individuals can playimportant roles incontributing to the

Examples of peoplewho help shapecommunities

People who help shapethe community

● Parents/guardians

Given a list of differenttypes of people in acommunity, students

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groups play a rolein shapingcommunities

understanding of thevarious ways peoplehelp shapecommunities.

safety, order, andgood health of acommunity

The culturalpractices ofindividuals andgroups helpcontribute to howcommunitiesdevelop and function

The values andbeliefs of the peoplethat live in acommunity helpshape communitiesin different ways

Examples of wayspeople contribute tothe development of acommunity

● Farmers● Construction

workers● Lawyers/judges● Bank tellers● Mayor/councilman● Coaches● Police officers● Firefighters● Doctors/nurses● Principals & teachers● Sanitation workers● Firefighters● Preachers/priests/

religious leaders● Store owners● Salespersons● Mail persons● Forest or park

rangers

Ways people contribute tothe development of acommunity

● Farming/foodproduction

● Construction● Making rules &

laws● Gardening/

landscape● Charity

worker/volunteer● Homeless shelters● Food pantries/food

banks● News reporters/

newspaper writers● Riverkeepers

give the teacher anexample of how eachperson on the list helpsto shape the community.This may be done orally,through drawings, or inwriting.

After communitymembers visit the classas guest speakers,students work with apartner or in smallgroups to write aninformational pieceabout them. Theinformational pieceshould include 2-3examples of how thestudents believe thatperson contributes tothe community.

The teacher takesstudents on a field trip tothe fire department,in-person or virtually.Students create athinking map listing asmany examples as theycan think of that showhow the fire departmentand its workers helpcontribute to thecommunity.

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● Wastemanagementservices

● Animal control● Forestry services● Arts council

members● Events coordinators● Cultural

celebrations &festivals



Assessment1.C&G.1.2Exemplify waysindividuals andgroups contributeto the making ofrules and laws

Students must be ableto provide uniqueexamples of the ways inwhich people influenceand contribute to thecreation of rules andlaws that should befollowed.

Rules and laws arecreated as a meansto provide order andsafety in acommunity

Rules are needed tomaintain order inthe home, school,and community

Rules often reflectthe values andbeliefs of the peoplewho make them

The creation of lawsmay be influencedby the livedexperiences of boththe people whomake and followthem

Various ways rules aremade for theclassroom and school

Various ways rules aremade in the placesthey live

Various ways laws aremade for people tofollow

The various peoplewho help to make rulesand laws

Ways rules are made inclassrooms/schools● Policies set by state● Policies created by

local school board● Rules given by the

principal or teacher● Student/class vote

Ways rules are madewhere people live● Community

agreement or vote● City officials make

community rules● Homeowner

Association groupvote

Ways laws are made● Local city councils● County commission● Local elections● State Legislature

(The General

Students role play asmayor and members ofcity council. Studentsare presented with ascenario that needs newrules or laws to resolvethe issues posed (e.g.,loose dogs, pollution inwater fountains, ridingbikes too fast in thepark, etc.). Studentscreate examples of newrules or laws that mightaddress the issue.

Given a scenario,students come up withexamples of rules ofhow to share, workcooperatively, showrespect, andresponsibility. Possiblescenarios includegetting a new swingsetin the backyard, getting

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Assembly)● State elections● National Legislature

(The Congress)● National Elections

People who help makerules/laws● Voting citizens● Elected officials● Special interest

groups● Landlords and

homeowners● Students in the

classroom/school● Parents● Teachers and

principals

a new video gamesystem, or getting a newclass pet.



Assessment1.C&G.1.3Identify thedifferencesbetween rightsandresponsibilities ofcitizens invariouscommunities

Students must be ableto recognize or point outthe differences betweenrights andresponsibilities.

Given differentexamples of communitysettings, students mustbe able to point outorally, visually, or inwriting, both the rightsof citizens and theresponsibilities ofcitizens in thosecommunities.

People mustbalance theirpersonal rights andfreedoms with theresponsibility tofollow the rules andlaws of acommunity

The rights andresponsibilities ofcitizens are basedon the individualfreedoms grantedby the laws ofwhere they live

The differencebetween a right and aresponsibility

Examples of a right

Examples of aresponsibility

Rights● Property● Religion● Economic● Legal● Personal● Voting● Education● Speech● Safety

Responsibilities● Respectful attitude

toward all people● Follow rules/obey

laws

The teacher givesstudents two lists: onewith a variety ofexamples andnon-examples ofresponsibilities and onewith a variety ofexamples andnon-examples of rights.On the responsibilitieslist, students circle theitems that representresponsibilities. On therights list, studentsunderline the items thatrepresent rights.

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● Pay bills● Voting● Protecting the

environment● Completing class

work/homework● Working with others● Civic participation● Community service

Students then discussthe two lists and thedifferences between thetwo.

Students are given 10short statements inwhich the teacher listsboth responsibilities andrights from theschool/districthandbook orschool/district code ofconduct. Students workin pairs or small groupsto discuss thedifferences between therights and theresponsibilitiesidentified.



Assessment1.C&G.1.4Compare variousprocesses orstrategies peoplecan use toimprovecommunities

Students must be ableto identify and discussthe similarities anddifferences ofstrategies that can beused to help improve acommunity.

Individuals andgroups mayparticipate incommunity projectsthat can lead tomaking thecommunity a safeand beautiful placeto live

People may formgroups andcommittees thatwork cooperativelyto bring about

Examples of variousways people use toimprove the localenvironment andplaces where they live

Similarities anddifferences betweenstrategies used toimprove a community

Stories that encouragecommunity improvement

Civic action that can helpaddress communitychallenges● Election poll

volunteer● Volunteer at parks,

senior centers,wildlife refuge, etc.

● Dental health clinicor educationcampaign

● Spay/neuter program

Students work with theteacher to create a VennDiagram that comparestwo processes orstrategies that peopleuse to improve thecommunity.

Students answer theprompt: We want aflower garden at ourschool. What do we needto do to get one?Students comparestrategies on a tree map

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positive change inthe community

Strategies used toimprove acommunity or placemay take differentforms

for pets (animalcontrol)

● Medical readinesstraining exercise

● Emergencyresponses

● Adopt-a-highway● Recycling efforts● Community gardens● Community arts

or other graphicorganizer that they coulduse to make thishappen.

Unpacking the Economics ObjectivesStandard 1.E.1 Understand the role of basic economic concepts in the decisions people makeOverarching Concepts: Role, Economic Concept, Economic Decision, People

Objective Mastery of the Objective Students Will Understand Students Will Know Example Topics Examples of FormativeAssessment

1.E.1.1Distinguish therelationshipbetween scarcityand limitedresources

Students must be able todecide how examples oflimited resources relate toscarcity. The exampleswill be presented by theteacher duringinstruction.

Students must be able toknow that there are neverenough resources tomeet all our needs andwants (scarcity).

Scarcity may determinethe economic choices ofindividuals

Scarcity requires peopleto make choices becausethe resources to meettheir wants are alwayslimited

Meeting the needs andwants of individuals isdetermined by theamount of availableresources

Examples of limitedresources

Scarcity is theinability of people tohave everything theywant becauseresources are limited

Examples of varioustypes of resources(natural andman-made)

Types of limitedresources● Land● Labor● Capital/money● Food/pantry

items

Causes of scarcity● Panic (toilet

paper, gas, etc.)● Pandemic● Decrease of

supply● Increase in

demand● Poor

distribution ofresources

● Unlimitedwants and

Students are shown apicture of a drylandscape with only onewater source. Studentsdiscuss the questions: Isthere enough water to goaround? How does thispicture relate to scarcity?

The teacher showsstudents a picture ofcars in long lines waitingfor a turn to pumpgasoline. Using thepicture, students namethings they see thatshow the limitedresource(s) and thedemand for thatresource. The teacherrecords the students’

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needs● Climate change● Border disputes● Trade issues● Transportation

issues

responses on the boardor chart paper. After thediscussion, each studentwrites 2-3 sentencesexplaining how thelimited resource in thepicture relates toscarcity.


1.E.1.2Recognize therelationshipbetween supplyand demand

Students must be able toidentify or point outexamples of how theamount of a good orservice relates to thedemand people have for it(supply).

Students must be able toidentify or point outexamples of how thedesire for a good orservice relates to howmuch is available(demand).

The supply of goods andservices and the demandfor them impact thedecisions of consumers,families, andcommunities

The demand for a good orservice is affected by howmuch of it is available andcan lead to an increase ordecrease in the price

Supply is what aperson has to selland demand is howmuch someone iswilling to pay for it

Examples of theways supply affectsthe demand for agood or service

Examples of theways demand isimpacted by theamount of supplythat is available

Examples of therelationship betweensupply, demand, andthe price of goodsand services

Provide examples ofsupply and demand● Back to school

supplies● Lunch choices● Sports team

merchandise● Latest

technology● Holiday items● Gift wish lists

Impact of pricing● Decrease in

demand● Increase in

demand● Oversupply

The students read or theteacher reads aloud, aseries of 2-3 scenariosdescribing differentsituations whereclassroom supplies arelimited due to purchasesbeing made in theclassroom or schoolstore. Students thenengage in a pair-sharediscussion to addressthe following threequestions: 1) Why do youthink the supplies havebecome limited? 2) Didthe demand for thosesupplies lead to why theyare now limited? 3) Thereare more students whowant certain suppliesthan there are suppliesavailable. How might thisimpact the price of aparticular supply? Afterthe pair-share, theteacher asks the whole

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class to discuss andshare what theirpair-share groupsdiscussed.

As a class, studentsdiscuss what theyrecognize about thedemand for ice creamand the supply of icecream available basedon the prompt: InDecember, the price ofice cream went down.How can we use theconcept of supply anddemand to understandthe price drop?


1.E.1.3 Exemplifyhow supply anddemand affectthe choicespeople make

Students must be able toprovide examples thatshow they understand howthe economic choicespeople make areinfluenced by the amountof goods and servicesavailable, and the demandfor those goods andservices.

The supply of goods andservices impacts thedecisions of consumers,families, andcommunities

The demand for goodsand services impacts thedecisions of consumers,families, andcommunities

Examples of theways supply affectsthe demand for agood or service

Examples of theways demand isimpacted by theamount of supplythat is available

Limited supply andchoices● Gas● Anti-bacterial

hand wash● Household

products● Climate/

temperature ofa region willdetermine whattype of clothingpeople willwant to buy

Reasons for limitedsupply

After developing anunderstanding of supplyand demand, studentscreate a list of items thatpeople struggled to findduring the globalpandemic. As anextension, the class candiscuss some of theitems and identify howsupply and demandimpacted theirhousehold’s choices.

Addressing the scenariobelow, the students givetheir own example of

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● Inclimateweather in theforecast

● Pandemics● Late season

frosts● Supply of crops● Summer trips

increasedemand for gas

● Closingbusinesses

● Closed traderoutes

Effects of demand● Increasing cost● Decreasing

cost● Struggle to find

wanted items● Bartering to get

what you want● People choose

differentcareers (lowdemand fortheir skill)

● Higher salariesfor employeeswith rare/highdemand skills

how supply and demandmight affect a person’schoice. Prompt: A storehas a limited supply ofsuperhero book bags.Everyone wants one.What is an example ofhow you might approachthe decision whether ornot to buy?


1.E.1.4Summarizereasons why

Students must be able toshow they can orally,visually, or in writing,

Individuals trade andbarter with others toacquire the things they

What it means tobarter

Local trade

National trade

Students read a bookthat shows how acharacter employs the

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people andcountries tradegoods andservices

summarize (not retell) themain point or basic idea ofwhy goods and servicesare traded.

want or need

When countries cannotproduce everything thatconsumers want andneed, trade with othersbecomes important tomeet those wants andneeds

Trade allows countries tospecialize in theproduction of specificgoods or services

What it means totrade something

The differencebetween tradingsomething andbartering something

Examples of reasonspeople trade

International trade

Barter system

Reasons to trade● Need/desire for

goods,services,and/orresources

● Need forrevenue

● Need forincome

use of trade or bartering.Students write asummary explaining whythe main charactertraded items to get whatwas needed.

As a class, create aclassroom bartersystem that requiresstudents to barter withclassmates to getneeded classroomsupplies or other wantedor needed items. As aclass, students debriefthe reasons as to whythey were trading andexplain what they weregetting out of the trade.The students write ashort summary showingtheir understanding ofwhy goods are traded.

Unpacking the Geography ObjectivesStandard 1.G.1 Apply geographic representations, tools, and terms to describe surroundingsOverarching Concepts: Geographic Representation, Geographic Tools, Geographic Terms



Assessment1.G.1.1 Use maps,globes, and/ordigitalrepresentations toidentify varioustypes of landformsof places around

Students must be ableto use specific tools ofa geographer to helpthem to be able torecognize and point todifferent types oflandforms, making

The identification ofnatural features onmaps or globes canhelp guide people todesired locations

Maps help people

Physical features maybe representeddifferently dependingon the type ofgeographic tool beingused

Continents/oceans

Reasons to use a map,globe, or digitalrepresentation

Mountains

The teacher givesstudents a map and alist of various types oflandforms the classhas studied. On themap, the studentscircle each of the

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the world sure to include placesfrom multiple regionsof the world.

track locations andavoid landforms thatmay be barriers tomovement andtravel

Examples of varioustypes of geographictools

Examples of differenttypes of landforms

The differencesbetween using a globeand a map

How to use a map

How to use a globe

How to use a digitalrepresentation of amap

Rivers

Plateaus

Plains

Deserts

Islands

Lakes

Volcanos

Valleys

Waterfalls

Oceans

Legend/key on a map

Maps/globes

Compass rose

landforms and writethe name of thelandform beside orbeneath the circle.

Students use physicalmaps as a referencefor matching landformimages (e.g., desert,mountain, island, etc.)with the correctlandform name.Students create aflipbook by coloringpages of landformlayers and labelingthem.

The teacher selects aregion of the world forstudents to exploreusing Google Maps.Students work in pairsor groups of three toidentify the variouslandforms that theyfind.



Assessment1.G.1.2 Exemplifyhow geographicfeatures arerepresented bysymbols on mapsor digitalrepresentations

Students must be ableto show theirunderstanding ofgeographicrepresentation byproviding their ownexamples of symbolsthat can be used to

Locations andphysical features canbe understoodthrough theinterpretation of mapsymbols

Symbols on maps

How to use a map

How to use a digitalrepresentation of amap

The reason symbolsare used on maps

Types of maps● Political● Physical● Topographical● Climate● Digital maps● Atlas

Students make up theirown examples ofsymbols to label andrepresent 5 differentgeographic features ona map.

Students create a

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represent features on amap.

and globes provideimportantinformation aboutphysical geography,distances, and whereplaces are located inrelation to otherplaces

The purpose of thelegend/key

Examples of the mostcommon symbols seenon a map

Parts of a map● Title● Legend/key● Symbols● Scale● Grids

simple map in whichthe geographicfeatures are from theclassroom orneighborhood. Thestudents represent thefeatures they place ontheir maps withsymbols they make up.

Given a map of theschool, students usesymbols to indicateimportant locationswithin the school. Thestudents create alegend for their map.

Prior to this activity, theteacher sketches amap of the playgroundthat includes theplayground equipment.In the sketch, theteacher marksparticular locationsnear and surroundingthe playground, as wellas the playgroundequipment, with an X(i.e., "X marks thespot"). Students takethe given map sketchto the playground andfind the mystery-Xlocations. Thestudents create asymbol on their papermaps to represent the

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location of each spotmarked with an X onthe playground. Afterthe activity, thestudents share thesymbols they used tomark the X-spots withat least three otherstudents and thenshare with the teacher.

Standard 1.G.2 Understand interactions between humans and the environment in different places and regions around the worldOverarching Concepts: Interaction, Humans, Environment, Place, Region, World



Assessment1.G.2.1 Explain thevarious ways thephysicalenvironmentimpacts people indifferent regionsaround the world

Students must be ableto demonstrateunderstanding of howpeople are affected bythe physicalenvironment, makingsure to include placesfrom multiple regionsof the world.

The physicalenvironment of aregion can helpshape how peoplelive, work, and play

The physicalenvironment cancontribute to thetype of housingpeople live in andthe types ofactivities people dofor fun

The physicalenvironment canplay a role incontributing to thetypes of goods andservices peopleproduce

The differencebetween natural andman-made physicalenvironments

Examples of naturalphysical environments

Examples ofman-made physicalenvironments

Examples of how thephysical environmentinfluences the waypeople live, work, andplay

Natural physicalbarriers/obstacles● Mountains● Volcanoes● Rivers● Streams● Canyons● Swamps● Ice Fields● Glaciers● Icebergs● Bushes● Cliffs● Lakes● Forests● Caves● Deserts● Reefs

Man-made physicalbarriers/obstacles● Tunnels● Canals

Students create a VennDiagram to comparehow different groups ofpeople live because ofenvironmentalconditions. Studentscreate a cause-and-effect chart showinghow the physicalenvironment impactspeople in differentregions of the UnitedStates.

Students are given atwo-column chart. Thefirst column of thechart lists 10-15natural and man-madephysical barriers. Thesecond column is leftblank, but is labeled“Impact.” The teacher

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The physicalenvironment of aplace may imposeconstraints onhuman activity

People adaptdifferently todifferent physicalenvironments

● Lakes● Fences● Dams● Pipelines● Buildings● Highways● Walls● Bank Barriers● Terraced land● Moats

then provides studentswith a list of ways thephysical environmentimpacts humans. Thestudents complete the“Impact” column on thechart by matching theitems on the list to thenatural or man-madephysical barrier listedin the first column.

Students are given aset of task cards withstatements aboutphysical environmentsand effects thosephysical environmentsmay have on people.The students matchthe physicalenvironment with thepossible effects it mayhave on people.

While studying thetypes of homes thatAmerican Indians havetraditionally built,students identify thevarious environmentalfactors that haveinfluenced theirbuilding decisions. In aclass discussion, thestudents explain howthe environmentimpacted the ways inwhich the American

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Indians built theirhomes, including thereasons for the type ofstructures they built.

The teacher reads astory or shows a shortvideo telling a storyabout how theenvironment impactsthe way a group ofpeople live (e.g.,Eskimos, people ofPeru, people living inrainforests, etc.). Thestudents work inpair-share groups todiscuss the followingquestions: 1) How didthe physicalenvironment impact theway the people traveledfrom place to place? 2)How did the physicalenvironment impact theway the people builttheir homes? 3) Howdid the physicalenvironment impact theway the people farmedor made a living? Afterdiscussing in pairs,students gather in acircle to share theirdiscussions as a class.

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Assessment1.G.2.2 Explain thevarious wayspeople impact thephysicalenvironment indifferent regionsaround the world

Students must be ableto demonstrateknowledge andunderstanding of theways physicalenvironments areimpacted by people,making sure to includeplaces from multipleregions of the world.

People impact theenvironmentthrough their habits,actions, and choices

Changing thephysicalenvironment to meetthe need for shelter,food, and clothingcan lead tounintendedconsequences thatmay harm a place orregion

Pollution in thephysicalenvironment canlead to undrinkablewater and poor airquality, which maycause serious healthissues

Rivers, streams, andoceans polluted withtrash and otherchemicals harmmarine animals thatlive in and dependon thoseenvironments

The removal andloss of trees andother vegetation by

Visual examples of the“physical environment”

Visual examples of aregion

The various ways inwhich people use theenvironment to meettheir needs

The various wayspeople change theenvironment to meettheir needs

Creation of cities andtowns

Development ofinfrastructure● Train tracks● Bridges● Roads● Dams● Buildings

Destruction of rainforests

Pollution

Wildlife protection/destruction

Slash and burn

Farming

Irrigation

Excavating machinery instrip mining

Drilling in oil production

With support from theteacher, studentscreate a graphicorganizer to show thepositive and negativeimpacts humans haveon the environment.

With support from theteacher, studentscreate an Earth Dayposter explaining thecauses and effects ofwater pollution.

With support from theteacher, studentscreate a cause-and-effect chart showingthe positive impactshumans can have onthe environment whenthey reduce pollution(e.g., air, water, land,wild life, etc.).

As a class, studentsdescribe examples ofchanges that wouldoccur if people decidedto build a new road,water park, or shoppingcenter in the localcommunity (e.g.,changes in ecosystem,land cover, landforms,drainage patterns, or

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people in anenvironment canlead to soil erosion,flooding, landslides,and fewer crops thatcan be grown

People can worktogether to have apositive impact onthe environment ofthe community inwhich they live

runoff).

As a class, studentsdescribe human-generated changes inthe physicalenvironment duringdifferent time periodsusing aerialphotographs orsatellite images of thesame location (e.g.,farmland tosubdivisions, openfields to baseballdiamonds, traditionaldowntown areas tonew shopping centers,etc.).

Unpacking the History ObjectivesStandard 1.H.1 Understand how people and events have changed society over timeOverarching Concepts: People, Events, Change, Society, Time


Students WillUnderstand Students Will Know Example Topics

1.H.1.1 Explain howthe experiences andachievements ofpeople throughouthistory have helpedcontribute to thechanges in variouslocal communitiesand communitiesaround the worldover time

Students must be able to demonstrate theirunderstanding of how both the livedexperiences and the achievements of groupsof people have influenced change incommunities (causes).

Students must be able to demonstrate theirunderstanding of how changes in communitieshave affected the lived experiences and theachievements of groups of people in thosecommunities (effects).

Communities can beimproved by theinnovations andachievements ofdiverse groups ofpeople

Innovative ideas,inventions, and ways ofdoing things mayencourage changes

Examples ofinventions and theirinventors

Examples of the waysvarious inventionshave contributed tochanges incommunities

Examples of different

Inventors● Benjamin Franklin● Lewis Latimer● Madame C.J. Walker● Alexander Graham Bell● Charles R. Drew● Louis Braille● Ajay Bhatt● Thomas Edison● Elijah McCoy● Samuel Morse

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*Teachers should include experiences andachievements of people with differentindigenous, racial, tribal, ethnic, and religiousbackgrounds.

that improve the waypeople live

Introduction of newbeliefs and practicesmay lead toexperiences thatencourage people tochange the way theylive, work, and play

types of socialmovements andreforms thatcontributed to changein communities

● Steven Chen, ChadHurley, and JawedKarim (Founders ofYouTube)

● Henry Ford● Garrett Morgan● Ellen Ochoa● Eli Whitney● The Wright Brothers● George Washington

Carver● Jonas Salk● Stephanie Kwolek● Bill Gates● Steve Jobs● Benjamin Banneker

Inventions● Internet● Cotton Gin● Plow● McCormick Reaper● Telephone● Microwave● Steam Engine● Traffic Light● Pony Express● Barcode● Pepsi● Texas Pete● Overalls● YouTube● USB● Putt Putt Miniature

Golf● Radio● Television● Super Soaker

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● The Automobile● Global Positioning

System (GPS)

Historical People● Ruth Bader Ginsburg● Sonia Sotomayor● Tisquantum● Sequoyah● Abraham Lincoln● Martin Luther King● Thurgood Marshall● Thomas Jefferson● Sacagawea● Daniel Boone● Frederick Douglas● Katherine Johnson● Marian Wright

Edelman● Condoleezza Rice● Mae Jemison● Wilma Mankiller● Ronald McNair● Ceasar Chavez

International People● Nelson Mandela● Gandhi● Malala● Wangari Maathai


Students WillUnderstand Students Will Know Example Topics

1.H.1.2 Use primaryand secondarysources to comparemultiple

Students must be able to describe similaritiesand differences between the variousperspectives people have of events thatoccurred in history by using primary and

Similarities found indifferent documentscan provideinformation to support

Examples of a primarysource

Examples of a

Primary sources● Photographs● Art work● Books

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perspectives ofvarious events inhistory

secondary sources. the facts of whatpeople rememberabout an event

An event in historymay have differentpoints of view aboutwhere, when, and howsomething happened

A person’s perspectivemay cause them tohave a different pointof view of an eventthan someone else

secondary source

The differencebetween a primary andsecondary source

Examples of a multipleperspective

● Television● Film● Autobiographies● Diaries● Eyewitness accounts● Interview● Transcripts● Legal document● Newspaper● Letters● Artifacts

Secondary sources● Journals● Textbooks● Encyclopedia● Newspaper● Magazine● Stories

Historical events● Discovery of electricity● Rosa Parks refusal to

move to back of Bus● Bus boycott● Greensboro Sit-Ins● Trail of Tears● Underground Railroad● Women’s suffrage● Space exploration● Exploration of the

“New World”● Pilgrims come to

America● First Thanksgiving● Boston Tea Party● California Gold Rush

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