Bozeman Public Schools Social Studies Curriculum First Grade

Transcription

1 Bozeman Public Schools Social Studies Curriculum First Grade Overarching Essential Question: Who am I, how did I get here, and how will I proceed as an informed and conscientious (productive) citizen of our world? Essential Understandings: By the end of First Grade, all students know that the past is revealed through stories of historically significant people and ideas that helped to shape the Americas. Students make connections between the past and the present through the study of significant people and ideas in the Americas. Students begin to recognize that there may be many sides to one story and that people and events can cause change. Essential Skills: Throughout First Grade, students use a variety of tools, including technology to access, synthesize and evaluate information and communicate with others within many contexts and situations. Content Standards: The content standards, history, civics, geography, economics and culture/diversity, represent five major strands within the overarching umbrella of social studies. These five strands focus on the underlying theme People Who Made the Americas. Process Standards: Process standards are embedded within the content standards of history, civics, geography, history, economics and culture/diversity. These standards reflect an emerging understanding of how to access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. (H) History: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Essential Questions: Historical Knowledge: How is the past revealed, interpreted and understood? What makes some historical interpretations better than others? Relevance: How and why is the past relevant to me, my community, my nation and our world? Can an individual change history or is history inevitable? (Why?) Conflict/Cooperation: How do conflict and cooperation shape (benefit/destroy) societies? In historical interactions, why do conflicts arise and how are they resolved? Perspective: Whose story is it and how and why is it being told? Change/Continuity: Which factor(s) in history caused the most significant change and why (ex: economics, technology, politics, environment, etc.)? Bozeman Public Schools Social Studies Standards, Grade 1 Page 1 of 6

2 (H) Essential Learning Expectation - Historical Knowledge - People Who Made the Americas: The past is revealed through stories of historically significant people and ideas that helped to shape the Americas. HH.1.0 Students identify historically significant peoples. HH.1.1 Describe the specific proficiency students will be expected to demonstrate knowledge of, understanding of, including use of specific skills/strategies. Example: HH.2.0 Students identify historically significant ideas including democracy, freedom, justice, and liberty. HH.2.1 Students know that democracy is one form of government. HH.2.2 Students know that the idea of freedom has changed throughout history. HH.2.3 Students develop appreciation for the principle of justice. HH.2.4 Students know that the term liberty has many meanings. (R) Essential Learning Expectation - Relevance - People Who Made the Americas: Connections between the past and the present are made through the study of significant people and ideas in the Americas. HR.1.0 Students recognize that historical people and ideas influence our world today. HR.1.1 Students recognize significant historical people who have influenced our world including HR.1.2 Students recognize significant ideas that have influenced our world including (C) Essential Learning Expectation - Conflict and Cooperation - People Who Made the Americas: This ELE is not addressed in first grade. (P) Essential Learning Expectation - Perspective - People Who Made the Americas: There are many sides to a story, including the author s and the perspectives of story s characters. HP.1.0 Students recognize that stories reflect a point of view. HP.1.1 Students identify the author s point of view in a variety of stories. HP.1.2 Students identify the same story told from multiple viewpoints. Bozeman Public Schools Social Studies Standards, Grade 1 Page 2 of 6

3 Example: Native Americans Crow, Blackfoot, South American natives, Little Bighorn, gender, European settlers, British soldiers, Chinese immigrants. (Y) Essential Learning Expectation - Change and Continuity - People Who Made the Americas: People and events are interrelated and can cause change. HY.1.0 Students recognize that physical and environmental changes can be caused by people. HY.1.1 Students identify physical (geographical) changes caused by people. Example: HY.1.2 Students recognize a variety of environmental changes caused by people. (C) Civics: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Essential Question(s): Has the American experiment in democracy been successful? What is the best relationship between a government and the people it governs? Why do civic life, politics, and government exist and how does each fulfill human needs? (Primary EQ: Why have a government?) Why are some governments better than others? What should be the role of the U.S. in world affairs and how do U.S. behaviors and actions affect other nations and vice versa? C.1.0 Students identify who makes rules/laws and why they are necessary. C.1.1 Students know that rules/laws are designed to help keep people safe. C.1.2. Students know that rules/laws are made by different groups in different societies. Example: kings, parliament, congress, city council C.2.0 Students recognize neighborhood and community. C.2.1 Students know that neighborhood refers to the C.2.2 Students know that community encompasses C.3.0 Students demonstrate good citizenship. C.3.1 Students demonstrate good citizenship in the classroom by C.3.2 Students demonstrate good citizenship on the playground by Bozeman Public Schools Social Studies Standards, Grade 1 Page 3 of 6

4 C.4.0 Students identify city, state, tribal and national leaders and their roles. C.4.1 Students recognize that tribes are independent nations. Example: C.4.2 Students recognize that the mayor is the leader of our community. C.4.3 Students know that the governor is the leader of our state. C.4.4 Students know that the president is the leader of the U.S. (G): Geography Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Essential Question(s): Where am I and how do I explain where I am? (need to wordsmith) How does place drive the decisions people make? How do people interact with their environments? What are the causes and effects of human movement? What makes places similar and different? G.1.0 Students identify the major physical features of the earth. G.1.1 Students identify landforms on the surface and in the water. Example: Oceans, rivers, lakes Example: Mountains, hills, valleys, plains, plateaus G.1.2 Students identify natural features (resources). Example: water and trees. G.2.0 Students use a legend, including the key, compass rose and cardinal directions to locate objects on a map. G.2.1 Students know where to find the key on a map. G.2.2 Students know that the compass rose shows north, south, east and west. G.2.3 Students use a compass rose/cardinal directions to locate objects on a map. G.3.0 Students locate places on a globe and on a map. G.3.1 Students locate the United States on a globe and on a map. G.3.2 Students locate Montana on a globe and on a map. G.4.0 Students identify how people in Montana interact with their environment. G.4.1 Students identify how weather, climate, and terrain affect daily life in Montana. Bozeman Public Schools Social Studies Standards, Grade 1 Page 4 of 6

5 Example: recreation, driving G.4.2 Students know that it is important to dress appropriately for the weather. Example: Hiking, skiing, rock climbing, fishing, camping (E): Economics Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Essential Questions: Why do people and nations trade? How does something acquire value? Note: Include in ELEs How do price and supply and demand influence each other? What are markets and how do they work? How do economic systems affect individuals, communities, societies and the world? What role should government play in economic systems? Which economic systems work best? How does technology drive change? Do the advantages of globalization outweigh the disadvantages? E.1.0 Students recognize that needs and wants are met through bartering and money. E.1.1 Students know that one can obtain goods and services through bartering. E.1.2 Students know that one can obtain goods and services using money. E.2.0 Students recognize the role of a producer and consumer. E.2.1 Students know that a producer is one who produces food, clothing, and other items for people to use. E.2.2 Students know that a consumer is one who uses goods produced by others. (D): Culture & Diversity- Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Essential Questions: What is culture, why is it important? Who should decide what culture and cultured are? Is there such a thing as cultural superiority? Why? How do cultural expressions (including literature, art, architecture, music, technology) shape history? How does cultural diversity impact a society? What happens when cultures converge or collide? What is morality and ethics? Who are the heroes and villains and what do they reveal about a culture? In what ways do religion, beliefs, values and/or spirituality contribute to progress, regress, or stagnation in society? Bozeman Public Schools Social Studies Standards, Grade 1 Page 5 of 6

6 D.1.0 Students recognize that culture influences who people are and the choices they make. D.1.1 Students identify how family/societal values influence daily life. D.1.2 Students identify how family/societal values influence personal choices. D.2.0 Students recognize prominent American figures and their roles. D.2.1 Students identify prominent American figures. D.2.2 Students know how prominent American figures contributed to the culture of their time including Montana Indians D.2.3 Students compare the basic cultural characteristics of a variety of prominent American figures. Examples: Plains Indians, European settlers, trappers and traders, Chinese immigrants. Bozeman Public Schools Social Studies Standards, Grade 1 Page 6 of 6