Social Studies Grade 1

Transcription

1 Office of Curriculum and Instruction Social Studies Grade 1 ABSTRACT Students in grade one expand their understanding of citizenship through an examination of local government and the responsibilities of the citizenry of the United States. The population of the state of New Jersey and the United States as a whole is studied with an emphasis on the contributions of immigrants to the present diverse culture. Human rights are discussed as students broaden their awareness of the global economy and culture represented in 21 st century life. Students are encouraged to take an active role in their local governments through a collaborative project in which an issue of importance is researched and a possible solution proposed to remediate problems that they identify. Benchmark assessments are employed to track individual student progress. Adopted by the Somerville Board of Education on July 25, 2017

2 2014 NJ DOE Social Studies Standards September October November December January A.1, A B.1, B A D.11, D.13, D D Essential Question: Content: How do rules and laws promote the common good? Skills and Topics: recall the purpose of classroom rules collaborate to establish classroom rules differentiate between a rule and a law define common good assess the positive and negative consequences of rules and laws investigate community rules, laws, and helpers analyze the purpose of community rules and laws (e.g., safety, good citizenship, fairness, equality) dramatize methods to promote the common good individually and collectively (e.g., antibullying tactics, community service, respect for diversity) In what ways does geography affect the development of a culture? What are the responsibilities of a citizen of the United States? Government Maps United States Citizenship the features and uses of maps of the school, community, state, and nation examine maps for common elements (e.g., map key, directionality, landforms) assess local and nationwide climate and weather patterns investigate reasons for settlement by specific geographic location (e.g., available resources, cultural identity, climate) settlement in New Jersey and in the larger geographic locations of the United States (e.g., South, West, North) define a democracy list characteristics of the American democracy explain the rights and responsibilities of a citizen the rights and responsibilities of a citizen at school, community, state, and national levels assess the eligibility requirements of a voter in the United States democracy determine the reasons for democratic elections (e.g., the common good, fairness, equality, necessary governmental change) collaborate to determine a need for change at the classroom level How are personal beliefs reflected in cultural practices? Development of American Culture recall the impact of citizens on change in communities and the nation assess the effect of multiculturalism on change in local and national communities research the cultures represented in the classroom and school discuss the traditions, values, and beliefs of the diverse cultures represented by members of the class and the global community investigate holidays and cultural celebrations (e.g., Christmas, Hanukah, Kwanzaa, Diwali, Three Kings Day) Why is it important to understand diverse cultures in a global community? Diversity explain multiculturalism determine how an individual s cultural background affects interactions with others define prejudice and discrimination assess examples of prejudice and discrimination in everyday life examine significant historical figures, symbols, monuments, and commemorative events that reflect the struggle for equality (e.g., Cesar Chavez, Gandhi, Lincoln Memorial, Martin Luther King, Jr.) create an action plan to promote acceptance and fairness in the school community

3 September October November December January Skills and Topics: apply the democratic election process in a classroom/grade-level mock election Integration of Technology: Internet, Web Quests, content-related websites, wireless laptop computers, computer laboratory, classroom computers, SMART Boards, CDs, DVDs, webinars, video streaming, podcasting Writing: Open-ended responses, conclusions and analysis of exploratory activities Formative Class discussions, student participation, teacher observation, self-assessment, verbalization, anecdotal notes, graphic organizers, learning stations, think-pair-share, scoring rubric, benchmark assessments Summative Quizzes, end-of-unit tests, benchmark assessments Performance Projects (school to home connections), hands-on activities, role-play Interdisciplinary Connections: 21 st Century Themes: Global Awareness Civic Literacy Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy 21 st Century Skills: Creativity and Innovation Media Literacy Critical Thinking and Problem Solving Life and Career Skills Information and Communication Technologies Literacy Communication and Collaboration Information Literacy

4 Resources: Careers: September October November December January Textbook, trade books, magazines, periodicals, newspapers, professional journals, maps, culturally-authentic documents, teacher-created resources Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. *2016 NJSLS: RL: Reading Literature N: Real Number System RI: Reading Informational Text A: Algebra W: Writing F: Functions SL: Speaking and Listening G: Geometry L: Language S: Statistics and Probability MD: Measurement and Data

5 2014 NJ DOE Social Studies Standards February March April May June A.9-10, D.3, D.2.b, D.2.a C B A.1 Essential Question: Content: What must citizens of the United States do to protect human rights? Skills and Topics: define the vocabulary necessary to discuss human rights (e.g., dignity, freedom, equality, social movements) discuss a variety of human rights icons (e.g., Ruby Bridges, Rosa Parks, the Women s Movement) assess what constitutes a violation of human rights attitudes regarding human rights among diverse cultures determine the varied responses to violations of human rights across cultures Integration of Technology: Writing: How is the American society influenced by immigration historically and currently? In what ways are personal decisions influenced by political factors? Human Rights Immigration Economics define immigration voluntary versus involuntary immigration create a timeline illustrating early immigration to the colonies investigate the motives for immigration among early settlers of the colonies analyze the effect of immigration on the American way of life historically and currently needs and wants employ a visual aid to illustrate personal needs and wants examine local goods and services assess decisions made regarding needs and wants by individuals and communities differentiate between producer and consumer analyze the needs of producers versus consumers How are we dependent on our environment? People and Their Environments describe the characteristics of the local physical environment identify global natural resources determine the impact of natural resources on local and state settlement investigate geographical characteristics of New Jersey and the United States (e.g., directionality, landforms, climate) assess the unique local qualities that attract current settlement What can a citizen contribute to enhance life in the United States? Active Citizenship recall the purposes of rules and laws discuss the qualities of a good citizen in a democracy identify a local example of active citizenship (e.g., school leader, student leader, community worker) conduct an interview of a local active citizen present research findings using visual/technological aids Internet, Web Quests, content-related websites, wireless laptop computers, computer laboratory, classroom computers, SMART Boards, CDs, DVDs, webinars, video streaming, podcasting Open-ended responses, conclusions and analysis of exploratory activities Month/ February March April May June

6 Formative Summative Performance Interdisciplinary Connections: Class discussions, student participation, teacher observation, self-assessment, verbalization, anecdotal notes, graphic organizers, learning stations, think-pair-share, scoring rubric, benchmark assessments Quizzes, end-of-unit tests, benchmark assessments Projects (school to home connections), hands-on activities, role-play 21 st Century Themes: Global Awareness Civic Literacy 21 st Century Life/Careers: Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy 21 st Century Skills: Creativity and Innovation Media Literacy Critical Thinking and Problem Solving Life and Career Skills Resources: Careers: Information and Communication Technologies Literacy Communication and Collaboration Information Literacy Textbook, trade books, magazines, periodicals, newspapers, professional journals, maps, culturally-authentic documents, teacher-created resources Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. *2016 NJSLS: RL: Reading Literature N: Real Number System MD: Measurement and Data RI: Reading Informational Text A: Algebra W: Writing F: Functions SL: Speaking and Listening G: Geometry L: Language S: Statistics and Probability