1 st Grade Social Studies Curriculum Overview

Transcription

1 1 st Grade Social Studies Curriculum Overview

2 District 30 Social Studies Curriculum Foundations Common Beliefs District 30 promotes high standards and holds high expectations for all learners in our schools. We have a common vision for what graduates of our schools will know and be able to do with respect to social studies knowledge and skills. Specifically, upon completion of our program of social studies instruction, District 30 graduates will be able to: Think critically about social and economic issues and evaluate and propose solutions to issues Delve into historical events and periods and emerge with an understanding of how the past informs the future Examine local issues that impact our city, state and nation as well as the ability to understand larger, global issues that impact citizens locally Consider perspectives different from their own to understand various sides of an issue, event, or movement Communicate effectively and respectfully We believe that all of our students are capable learners who will move to high school and the world of higher education equipped with the necessary skills and understandings that will allow them to transition into rigorous course work and onto pathways for deeper study in the field of social studies or related areas. Philosophy Social Studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. -The National Council for the Social Studies Social Studies is the integrated study of the social sciences to promote informed citizenship. Our curriculum is designed to tell the story of who we are as citizens of the United States and of a larger global society. As educators of 21 st century learners, our job is to prepare students to be able to critically participate as active citizens with the ability to intelligently and compassionately participate in our democracy in this millennium (NCSS, Media Literacy, 2009). Our curriculum thoughtfully integrates the disciplines of history, geography, economics, and government to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an increasingly interdependent world. Social studies curriculum in District 30 focuses on supporting student growth so that they: Develop a strong content base so that students understand that the past informs the future Develop local, national and global perspectives which emphasize interconnectedness among people and events Build understanding of how to work to address environmental concerns and human rights issues Build understanding of how to participate in the economic development of the United States and the global community Expand their ability to thrive, contribute and produce in a participatory culture that uses information/communication technologies and media literacies for collaboration and networking

3 The Process The District 30 Social Studies Curriculum guide is aligned with the Illinois State Standards as well as Common Core Standards. It is also based upon the ten themes that form the framework of social studies standards, which were developed by the National Council for the Social Studies (1994) and National Geographic's five themes of geography (1986). District 30 students are taught content, concepts, and skills through a wide variety of methods, including but not limited to, engaging learning strategies, incorporation of technology and tools for media literacy, and the integration of literature. Multiple assessment tools are used to measure student progress. In addition, the formulation of this curriculum is based on the Backwards Design model (Wiggins & McTighe), a research-based set of strategies for curriculum and assessment design. District 30 Social Studies curriculum has been designed and written by a team of District 30 teachers who considered the many important aspects of teaching and learning in the development of social studies curriculum. These practices and design elements enable the District 30 staff to address the unique needs and learning styles of individual students. Unit Map Character and Citizenship First Grade Social Studies How do people demonstrate the six pillars of character? Why does character count? Why is it important to be a good citizen? How do people resolve conflict? Understand the six pillars of good character. Know that our behavior reflects understanding the pillars of good character. Understand appropriate ways to solve a conflict between people. Vocabulary - trustworthiness, honest, reliable, courage, reputation, Golden Rule, considerate, persevere, self-control, consequence, accountable, openminded, blame, cooperate, authority, protect, disagreement, conflict The six pillars of good care are trustworthiness, responsibility, respect, fairness, caring, and citizenship. Acronym is TRRFCC.

4 Skills (what students should be able to do): Demonstrate the understanding of the six pillars. Show behaviors of good character when working and interacting with friends, family, and community members. Give examples and demonstrate ways to solve a conflict among people. Unit Map Citizenship and Maps How do maps and globes give us information? How can we use maps to learn about people and places? Maps show a general view of a certain area of the world. A United States map shows where different states are located in the U.S. The Earth is made up of many kinds of land and water. Vocabulary - map, symbol, map key, compass rose, direction, globe, continent, ocean, world, lakes, rivers, landforms, cities, states Maps and globes show where land and water exist around the world. Maps and globes show continents, countries, states, cities, oceans, lakes, rivers, and landforms. There are seven continents and four oceans in the world. Mapmakers use symbols to stand for real things. The symbols on a map key help us find places on a map. Skills (what students should be able to do): Read a classroom map. Use the compass rose to determine direction. Use a map key to identify places on a map. Identify maps that show local areas, the United States, and the world. Know address and identify Illinois on a map. Use symbols to create a classroom map.

5 Unit Map Citizenship Past and Present In what ways do people and things change over time? How do we learn about the past? Understand the meanings of past, present, and future and discuss ways to find out about the past. Know that history tells the story of the past. Learn about the arrival of the Pilgrims and how modern family life contrasted with the Pilgrims and Wampanoag tribe. Recognize the differences of going to school long ago and our school today. Become aware of how transportation and inventions have changed over the years. Discern the ways that people communicate and how inventions have made communication easier. Comprehend needs and wants and how the economies in our community have changed over time. Grasp the concept that a timeline is a series of events that occur in chronological order. Vocabulary: history, settler, transportation, communication, present, past, future, timeline, Wampanoag, education, transportation, invention Skills (what students should be able to do): Explain the meanings of past, present, and future and identify ways to find out about the past. Compare and contrast how modern family life differs with the Pilgrims and Wampanoag tribe. Explain similarities and differences between going to school long ago and our school today. Demonstrate on a timeline how transportation and communications inventions have changed over the years. Put into words how needs and wants and economies in our community have changed. Show how a map represents places Unit Map Citizenship and Government Why are rules and laws necessary? Why are symbols important?

6 What are the characteristics of a leader? Why is voting significant? Understand as citizens, people have responsibilities in their home, school, and community. Know about the roles of family members and people at school and in the community. Recognize the importance of rules and laws in the family, school, and community. Become aware of leaders at the town, state, and national levels and leaders of long ago. Know who the President of the United States is. Understand symbols stand for something else. Understand the right to vote and majority rule. Vocabulary: family, leader, community, country, job, pledge, allegiance, leader, rule, symbols, category, map, continent, ocean, globe, citizen, government, President, vote, rights, symbol, law, election, principal, mayor, principal, responsibility, hero, fact, honor Skills (what students should be able to do): Demonstrate behaviors of responsible citizens. Follow the class and school rules. Discuss leaders at the town, state, and national levels and leaders of long ago. Identify the President of the United States and explain some of his responsibilities. Give examples of symbols of the United States, and what they stand for. Memorize patriotic songs and say the Pledge of Allegiance. Demonstrate understanding of voting and majority rule.