First Grade Social Studies Standards

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First Grade Social Studies Standards 저자: Mind Map: First Grade Social Studies Standards

1. The Gathering and Interactions of Peoples, Cultures, and Ideas

1.1. A.I: Culture and Cultural Diversity

1.1.1. Assist learners to explore, comprehend, and apply critical information, ideas, and concepts that are common across societies, social institutions, cultures, and cultural perspectives.

1.1.2. Help learners comprehend cultural universals and use them to analyze their own and other cultures

1.1.3. State Standard 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States                                                                                                                                    E. Character Traits and Civic Attitudes of  Significant Individual    - Describe the character traits of role models           within your community -What are character traits? -Who are the role models in the community? -Who are the role models within the school? -What are those role model's character traits? -What are your character traits? 2.  Knowledge of Principles and Processes of Governance Systems   D. Functions of Governmental Systems      - Describe roles and responsibilities of people         in government, such as judge, mayor, police,         city council member, in a community. -What is the role of a judge? -What is a judge's responsibility? -What is the role of a policeman? -Who does a policeman protect? -Who lives within a community? -What are the roles within a community? 6.  Knowledge of Relationships of the Individual and Groups to Institutions and Cultural Traditions A. Cultural Characteristics of all People      - Describe cultural characteristics of your          school and community C. Ideas and Beliefs of Different Cultures     - Recount stories about locations, people,        and cultural events in your community  D. Cultural Heritage and Preservation     - Describe how your community       commemorates its cultural heritage -What are your cultural traditions? -How many different cultures are in the classroom? -What are your peers cultural traditions? {Find partner} -How does the community remember cultural heritage? {Pow Wow?} 7. Knowledge of the Use of Tools of Social Science Inquiry E. Developing a Research Plan and  Identifying Resources     -Asking supporting questions about       social studies' topics     -Describe a process to answer those       questions     -Discuss types of sources that would        be helpful in exploring social        studies' questions -What do you know about Social Studies? -What do you want to know about Social Studies? -What did you learn about Social Studies?

1.2. A.II: People, Places, and Environment

1.2.1. Use learners’ immediate personal experiences to have them reflect upon elements in their environment and how we use and think about the physical and built environment

1.2.2. State Standard 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States C. Purposes and Principles of the Bill of Rights     -Discuss how individual rights are protected F. Knowledge of the Symbols of Our State and Nation    -Recognize and explain the significance of the     Statue of Liberty, U.S. Capitol, Bald Eagle,      and the Liberty Bell    -Recognize and explain the significance of     symbols of your local community -What are rights? -What rights do we have in school? -What rights do we have in the community? -Learn about the law -Identify the Statue of Liberty -What does the Statue of Liberty represent? -Where is the U.S. Capitol located? -What does the Bald Eagle represent? -What does the Liberty Bell represent? -Can you find symbols in the community that are significant? 5. Knowledge of Major Elements of Geographical Study and Analysis and their Relationship to Change in Society and the Environment A. Reading and Constructing Maps     -Identify globes as representations of       real places     -With assistance, read, construct, and       use maps which have a title and key     -Describe how maps are created for        different purposes such as a school        fire drill, a zoo trip, etc.     -Use a compass rose to identify        cardinal directions on a map C. Understanding the Concept of Place      -Identify physical characteristics of        your community      -Describe human characteristics of        your community -What is a globe? -What do globes provide? -Create a map of student's house -Where is the title located on map? -Where does the key on a map provide? -Find a map within the classroom {Fire drill map} -Discuss why a map is important -What does the community look like? -What are human characteristics in the community?

1.3. A.IV: Individual Development and Identity

1.3.1. Provide learners with opportunities to examine the personal changes that have occurred in them over time {physical development, personal interests, and ideas} about who they are and what they believe they can do and achieve

1.3.2. Assist learners in examining how their thinking, feelings, and actions are similar to and different from those of others and to consider what may have contributed to their own thoughts, feelings, and actions and to the thoughts, feelings, and actions of others.

1.3.3. Help learners to explore their own personalities and views of self and to consider how these may have come about in light of what they have done and how others have reacted toward them.

1.3.4. State Standard 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States D. Role of Citizens and Governments in Carrying Out Constitutional Principles     -Give examples of being an active and       informed citizen in your classroom or       community -How can a student be active in the class? -How can someone be active in the community? -Where are some places to volunteer in the community? -How does volunteering help the community? -How can students volunteer in the class? -How can students help their peers? 2.  Knowledge of Principles and Processes of Governance Systems C. Processes of Governmental Systems in Decision Making     -Describe how authoritative decisions are       made, enforced, and interpreted within       schools and local communities -What is a decision? -How are decisions made? -How does the teacher make decisions? -How does the principle enforce decisions? -How do the students interpret decisions? 3a. Knowledge of Continuity and Change in the History of Missouri and the United States                     B. Historical Perspective/Thinking/Passage of Time     -Compare and contrast our community in       the past and the present C. Knowledge of the Contributions of Significant Persons in the U.S. History     -Describe the contributions of inventors       or pioneers in their field who influenced       progress in our nation -How has our community changed? -What stores were in the community in the past? -What stores are now in the community? -Has our community expanded? -Ask the students to draw a visual aid of the community -What inventors have influenced our nation? -What inventions have improved our lifestyle? 4. Knowledge of Economic Concepts and Principles A. Knowledge of Basic Economic Concepts      -Describe consumers and producers       and the relationship to goods and       services within your school and       community -What is a consumer? -What is a producer? -What is a good? -What is service? -What services do you use everyday? -What goods are bought? -How do goods and services help us? 6.  Knowledge of Relationships of the Individual and Groups to Institutions and Cultural Traditions B. Methods of Resolving Conflicts     -Propose peaceful resolutions of disputes in       the classroom and on the playground -How can the student solve their own problem? -What steps should the student take to solve their own problem? 7. Knowledge of the Use of Tools of Social Science Inquiry D. Understanding and Supporting Facts, Opinion, Bias, and Point of View in Sources      -Share findings about a social        studies' topic -Share new topics with the students -Have the students find one interesting thing about the topic to share with the class -Have students create opinions about topics discussed in class