Grade One Introduction to History and Social Science

Grade 1 Curriculum for Loudoun County Public Schools Dr. Edgar B. Hatrick, Superintendent Sharon D. Ackerman, Assistant Superintendent for Instruction Eric L. Stewart, Director of Curriculum & Instruction William F. Brazier, Instructional Supervisor for Social Science

This curriculum document for 1st Grade Social Science is organized to help teachers plan and carry out their instruction conceptually, so that children begin to see patterns and connections among and between ideas and points of information. There are four units in the curriculum. Each unit’s learning outcomes or objectives are listed first, followed by a conceptual mind map connecting the content. Following the mind map in each unit is a more linear and traditional textual outline with specific points of content that students must learn in Grade 1. Each section of the unit outline is framed by an important conceptual question that serves as a foundation for the teaching and learning of that section. All essential questions appear in italics. The second part of this document contains a sample lesson plan that we ask teachers to consider as a model—not necessarily in content or specific strategy—but as an outline for the essential elements of any lesson and the sequential presentation and implementation of those elements. This lesson template is the universal model for Social Science in Loudoun County, K-12. Additionally and more specifically, the attached lesson plan is one whose strategies teachers should feel free to use or adapt to help our children learn specific Social Science concepts and information. We hope teachers find that the 1st Grade concepts contained and explained in this document serve as a productive mental framework for students and for themselves. This instructional layout and approach offers cognitive structures that are essential to the solid comprehension of our curriculum content. Ashburn, Virginia, 2009

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Grade 1 Social Science Unit I: YESTERDAY, TODAY, and TOMORROW SOLs 1.1, 1.3

At the end of this unit, students will be able to:

1. Demonstrate the meanings of “past,” “present,” and “future” through sequencing activities and tasks. (1.1) 2. List at least three American holidays and say what happened in the past to cause us to celebrate them

today. (1.3) 3. Describe, in their own words or pictures, how people lived in the past, and how that is different from how

people live today—in community and school, in family, and in how they move around. (1.1) 4. Brainstorm ways in which our communities, families, schools, methods of transportation, and holidays

might change in the future. (1.1) 5. Gather information and organize it according to categories--as in a “past” or “present” chart, a time line, a

calendar. (1.1)

YESTERDAY, TODAY, AND TOMORROW

I. TIME ALWAYS MOVES FORWARD…. TIMELINES CAN SHOW HOW EVENTS HAPPENED IN A SEQUENCE.

Question: What can we show as examples of the fact that things change over time?

A. PAST = THINGS THAT HAVE ALREADY HAPPENED

1. What is a Holiday? = A day on which something or someone is honored or remembered

a. Columbus = Italian working for Spain; given credit for “discovering” America

b. U.S. Independence = Declared by 13 Colonies; celebrated as the birthday of the United States on July 4.

c. Presidents = George Washington was the first; Abraham Lincoln was the 16th.

2. How did people live before us?

a. Community = A place where people live, work, and play

b. Family = A group of people who care for one another

c. Transportation = How people get from one place to another

B. PRESENT = THINGS THAT ARE HAPPENING NOW

1. Holidays Today

a. Columbus Day = Celebrated in October; to remember Christopher Columbus’ explorations

b. Independence Day = To celebrate the birth of the United States (“Fourth of July”)

c. Presidents' Day = Celebrated in February; to remember the U.S. Presidents, especially Washington and Lincoln

2. How do people live today? = Things have changed from the past; we live differently today. a. Community b. Family

c. Transportation

C. FUTURE = THINGS THAT MAY HAPPEN SOME DAY

1, What Holidays might we celebrate in the future?

2. How might people live in the future?

a. Community

b. Family

c. Transportation

Grade 1 Social Science Unit II: OUR WORLD and HOW IT AFFECTS US SOLs 1.4, 1.5, 1.6, 1.7, 1.8, 1.9

At the end of this unit, students will be able to:

1. Describe Loudoun County in terms of its location on the planet, its climate, its physical features, and its seasons. (1.6) 2. Describe, and list or draw geographical features of the planet such as land, water, mountains, desert, etc. (1.5) 3. Correlate features of the planet to particular symbols on a map or globe, e.g. a river is a long blue twisty line (1.4a) 4. Communicate to others the location of a particular place on a map using cardinal directions, shapes of political divisions, and

geographic features, e.g. “Leesburg is east of the Appalachian Mountains, located in Virginia—a state shaped kind of like a triangle.” (1.4b,c,d)

5. Construct a “map” or a diagram of their classroom, playground, or room at home. (1.5) 6. Communicate to others about what types of food, clothing, and shelter people might have in a certain geographic location. (1.6) 7. List the types of goods sold, produced, bought, and consumed in a certain geographical location. (1.7) 8. Communicate to others how money is used in obtaining and producing goods. (1.9) 9. List, and describe or draw, the choices people have when they have money. (1.8)

OUR WORLD

I. ORGANIZING OUR PLANET AND ITS FEATURES – How do we communicate to others where we are on the planet, or in our neighborhood?

A. MAPS & GLOBES; MAP = A DRAWING THAT SHOWS WHAT PLACES LOOK LIKE FROM ABOVE, AND WHERE THEY ARE LOCATED. GLOBE = A ROUND MODEL OF THE EARTH

1. Features of the Planet in Symbol; symbol = a picture or thing that stands for something else.

a. Cardinal Directions = north, south, east, west

b. Land, Water, Mountains, Cities, Roads

c. Shapes of states, countries; Virginia, United States

d. Finding places and features on a map. Find Richmond, Virginia and Washington, D.C.; use symbols and color to find geographic features.

e. Make a map! Make one of the classroom, playground, or school. Use a legend, symbols, and cardinal directions.

II. "WHERE IN THE WORLD ARE THINGS?" – How does a person’s physical location affect the ways in which they live every day, or the things they can buy or sell? How does location affect wants and needs?

A. LOCATION = WHERE PEOPLE LIVE

B. CLIMATE = THE KIND OF WEATHER AN AREA HAS OVER A LONG PERIOD OF TIME

C. PHYSICAL FEATURES = LAND AND BODIES OF WATER

D. SEASONS = SPRING, SUMMER, FALL, WINTER

E. THE EFFECTS OF "WHERE" ON PEOPLE; HOW DOES A COMMUNITY MEET ITS BASIC NEEDS? STUDENTS SHOULD MAKE AND INTERPRET A CHART USING THESE “NEEDS” AND 2-3 DIFFERENT COMMUNITIES.

1. Food

2. Clothing

3. Shelter

4. Recreation

5. Transportation

6. Economy

a. Goods Produced & Sold; goods=things people make or use to satisfy needs or wants; services=activities that satisfy people’s needs and wants; producer=a person who makes goods or provides services

I. MONEY = WHAT WE USE TO PAY FOR GOODS AND SERVICES

a. Choice—people cannot make all the goods they might want to; they have to choose some and give up others

i. Produce

ii. Not Produce

iii. Sell=offer goods in return for money

b. Goods Consumed & Bought; goods=things people make or use to satisfy needs or wants; consumer=a person who uses or buys goods and services 

I. MONEY = WHAT WE USE TO PAY FOR GOODS AND SERVICES

a. Choice—people cannot have all the goods and services they want; they have to choose some and give up others

    i. Buy

ii. Not Buy

iii. Save=not using money to buy, but hanging onto it, so it can be spent later. People do this so that they can be ready for a problem or opportunity in the future, or to “save up” over a period of time so they can buy something later when they have enough money.

    b. Students should “choose” an imaginary product to buy, give a reason for their choice, and describe what the consequences of their choice might be.

Grade 1 Social Science Unit III: BEING A CITIZEN SOLs 1.2, 1.10, 1.11

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At the end of this unit, students will be able to: 1. List features of good citizenship and give an example of each through drawing, writing, or speaking. (1.10a-f) 2. List or draw examples of patriotic symbols in the United States, explain to others what patriotism means, and

explain why these symbols are considered patriotic. (1.11a-b) 3. List at least 5 specific American “good citizens” and explain to others how the contributions of these 5 famous

Americans make them good citizens. (1.2)

CITIZENSHIP

I. SCHOOL – What are the characteristics of citizenship for a constructive community at school?

A. BEING FAIR AND HELPING OTHERS; EXHIBITING GOOD SPORTSMANSHIP

B. RESPECTING RULES AND LAWS = WHY DO WE HAVE THEM? TO MAKE SURE EVERY PERSON’S RIGHTS ARE RESPECTED, TO KEEP PEOPLE SAFE, TO SUGGEST GOOD BEHAVIOR. STUDENTS SHOULD FOLLOW TEACHERS’ DIRECTIONS.

C. WORK HARD

D. RESPECTING OTHER PEOPLE; PARTICIPATE IN CLASSROOM DECISION-MAKING—HELP THE CLASSROOM COMMUNITY SOLVE PROBLEMS.

E. BEING HONEST

F. TAKING RESPONSIBILITY FOR YOUR ACTIONS

II. UNITED STATES - What are the characteristics of citizenship for a constructive national community in the United States?

A. RESPECTING RULES AND LAWS; CATEGORIZE RULES FOR THE CLASSROOM AND RULES FOR THE UNITED STATES.

B. WORKING HARD

C. TAKE RESPONSIBILITY FOR YOUR ACTIONS

D. RESPECTING OTHER PEOPLE; UNDERSTAND AND EXPLAIN ANOTHER PERSON’S POINT OF VIEW

E. RESPECTING YOUR COUNTRY: PATRIOTISM=SHOWING RESPECT FOR, AND LOVE OF, COUNTRY. THERE ARE TRADITIONS WE FOLLOW THAT SHOW THIS RESPECT. TRADITION=A CUSTOM OR BELIEF THAT HAPPENS OVER A LONG PERIOD OF TIME.

1. Participate in your community

a. Vote!—Why? To voice your opinion! You have good ideas! And to make a decision that is best for most people in the group.

F. RESPECT THE SYMBOLS OF THE US; SYMBOL= A PICTURE OR THING THAT STANDS FOR SOMETHING ELSE. WHAT DO THE FOLLOWING SYMBOLS STAND FOR?

1. Statue of Liberty

2. Washington Monument

3. Bald Eagle

4. U.S. Flag=a symbol that represents the United States and its ideals: Liberty, Equality, Democracy.

A. PLEDGE OF ALLEGIANCE; WE SAY THIS TO DEMONSTRATE RESPECT FOR THE UNITED STATES AND ITS IDEALS.

III. ROLE MODELS AND AMERICAN EXAMPLES – Who set some examples of good citizenship? What makes these examples of good citizenship?

A. GEORGE WASHINGTON = BORN IN VIRGINIA; HE WAS A FARMER; BECAME A BRAVE LEADER OF AMERICAN SOLDIERS; FIRST PRESIDENT OF THE U.S.; KNOWN AS THE “FATHER OF OUR COUNTRY.”

B. BENJAMIN FRANKLIN = PROVED THAT ELECTRICITY WAS PRESENT IN LIGHTNING THROUGH HIS KITE EXPERIMENT; STARTED THE FIRST LIBRARY AND THE FIRST VOLUNTEER FIRE DEPARTMENT IN AMERICA.

C. ABRAHAM LINCOLN = BORN IN A LOG CABIN; TAUGHT HIMSELF HOW TO READ; BECAME PRESIDENT OF THE U.S.; KNOWN AS “HONEST ABE.”

D. GEORGE WASHINGTON CARVER = AFRICAN AMERICAN SCIENTIST WHO STUDIED PLANTS; BECAME A TEACHER; DEVELOPED HUNDREDS OF USES FOR PEANUTS, SWEET POTATOES, AND SOYBEANS.

F. ELEANOR ROOSEVELT = WAS A LEADER FOR EQUAL RIGHTS FOR ALL PEOPLE; VOLUNTEERED WITH MANY ORGANIZATIONS TO HELP PEOPLE.

Grade 1 Social Science Unit IV: DIVERSE COMMUNITIES: VIRGINIA and the PACIFIC SOLs 1.12; LCPS 1WC.1

At the end of this unit, students will be able to: 1. List and describe at least four different cultural backgrounds of the people who live in Loudoun County or Virginia

(Latino, African, European, South Asian) (1.12c) 2. Tell others how certain common beliefs such as democracy, freedom, and patriotism can bring together people of

different cultural traditions. (1.12c) 3. Describe or draw at least 2 ways people can help their local communities—by volunteering or by getting involved in local

government. (1.12a,b) 4. Describe the key geographic features of at least 4 Pacific territories, and locate them on a map or a globe. (LCPS 1WC.1) 5. Describe features of at least 4 Pacific cultures and describe how the geography where these 4 cultures live affects the way

they live—in government, traditions, and community. (LCPS 1WC.1) 6. Generate at least 2 cultural similarities and 2 cultural differences between any Pacific Island/Australian culture and the

mainland USA. (LCPS 1WC.1)

DIVERSE COMMUNITIES

I. VIRGINIA – What are some key parts or components of communities? How do these parts help the community?

A. LOCAL GOVERNMENT = COMMUNITY DECISION-MAKERS; IN VIRGINIA, THEY ARE ELECTED BY THE PEOPLE, AND THEY TRY TO MAKE THE COMMUNITY A BETTER PLACE TO LIVE AND WORK. DISCUSS WHETHER A GOVERNMENT DECISION HAS HELPED THE COMMUNITY OR NOT.

B. VOLUNTEERING = DOING HELPFUL WORK WITHOUT PAY

C. CULTURES = MANY DIFFERENT PEOPLE FROM AROUND THE WORLD HAVE DIFFERENT RACES, PRACTICES, TRADITIONS. MANY DIFFERENT PEOPLE HAVE COME, AND NOW COME TO LIVE IN VIRGINIA. THEY INCLUDE PEOPLE OF THE FOLLOWING HERITAGES: AMERICAN INDIAN, BRITISH, GERMAN, AFRICAN, LATIN AMERICAN, ASIAN. THE THINGS PEOPLE MAKE, THE HOLIDAYS PEOPLE CELEBRATE, AND THE CLOTHES PEOPLE WEAR CAN ALL BE PART OF A CULTURE. MOST VIRGINIANS, NO MATTER WHAT THEIR CULTURE, ABLE CONTRIBUTIONS TO THE COMMUNITY.

1. Common Principles—Though the people in Virginia may have different cultures, most Virginians and Americans value democracy, its practices, its symbols, and its celebrations.

a. Democracy—voting for our leaders

I. INDEPENDENCE DAY

II. PLEDGE OF ALLEGIANCE

II. PACIFIC REGION – How does the geography of an area affect the community located in it?

A. GEOGRAPHY OF ALASKA, HAWAII, AUSTRALIA, OCEANIA; STUDENTS SHOULD MAKE OR USE A TABLE WITH SOME OF THIS INFORMATION ON IT—E.G. THE TYPES OF WORK PEOPLE DO IN VARIOUS COMMUNITIES.

1. Location = Where are these areas in relation to the Pacific Ocean? Find them on a map.

2. Features = Alaska is known for mountains, fresh water lakes and rivers, bays and islands in the Pacific, and a cold climate; Hawaii is known for island vegetation, volcanoes, warm climate; Australia is a continent nation with mountains, a desert, and many beaches; Oceania is a region of 25,000 islands with warm climates, sandy beaches, some volcanoes.

3. Effects of Geography on Culture – People in Alaska work in mining, fishing or lumber industries; people in Hawaii work in tourism, on sugar plantations, or for the military; people in Australia work in sheep farming, mining, farming, and industries

that manufacture goods; people in Oceania work in tourism and fishing. Why would these different regions have different types of work?

a. Diverse Communities—Alaska: the Inuit or Eskimo peoples, European-Americans; Hawaii: Asian, Filipino, Hawaiian, European-American; Australia: Aborigines, British and Asian ancestry; Oceania: Polynesian, Melanesian, Micronesian people.

I. TRADITIONS = ALASKA: HUNTING/FISHING AS A WAY OF LIFE; MANY AMERICAN HOLIDAY TRADITIONS; HAWAII: FISHING AND WATER ACTIVITIES; MANY AMERICAN HOLIDAY TRADITIONS; AUSTRALIA: DANCE AND BODY PAINTING FOR ABORIGENES; CELEBRATING WITH SPORTS, BARBECUING; OCEANIA: WATER SPORTS.

II. LOCAL GOVERNMENTS= ALASKA AND HAWAII: SAME AS VIRGINIA (MAYORS, SELECTMEN OR SUPERVISORS) BUT SOME INDIGENOUS PEOPLE HAVE COUNCILS AS WELL; AUSTRALIA: TOWN COUNCILS, LOCAL PARLIAMENTS; OCEANIA: LOCAL ASSEMBLIES, PARLIAMENTS, USUALLY DEMOCRATIC.