Social Studies – First Grade
Unit of Study: Building Citizenship Skills
First Grading Period – Unit 1 (3 Weeks) CURRICULUM OVERVIEW
Big Idea / Unit RationaleEnduring Understandings
· Learning that people belong to many different groups is essential for understanding communities.
· People in communities must understand the characteristics of good citizenship.
· Knowing how individuals, have influenced the communities over time will help students understand how the past has influenced the present.
· Knowing how to obtain information using a variety of sources such as photographs, graphics, will help students understand their world better.
· Rules at home, school, state and country are essential to prepare students to be responsible citizens.
Essential Questions
· Why is going to school important?
· Why are rules important?
· How do first graders show that they are good citizens?
· Who are the important people in the home, school, and community? Why?
· What do the state and national symbols symbolize for individuals?
· How do individuals show that they love their state, country?
· How do we solve problems at school and in the community? / Building citizenship skills is essential for students to understand their role and place as responsible citizens in their community As students work through the activities in this unit, they will learn that following rules is a characteristic of a good citizen. Students will also learn how exemplary citizens honor state and national symbols. Students will also understand behaviors which exemplify good citizenship through the study of historical figures and folktales and legends. Students will demonstrate mastery of the unit objectives through a variety of activities (written, oral, mixed media).
Lessons for this Unit
Lesson 1 - School Community/Citizenship – (1 Week)
Lesson 2 - Government/Citizenship Skills – (1 Week)
Lesson 3 - Symbols of Our Country/Citizenship – (1 Week)
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 1.4 Geography
A. Locate places using the four cardinal directions describe the location of self and
objects relative to the other locations in the classroom and school.
TEKS 1.5 Geography
A. Create and use simple maps to identify the location of places in the classroom,
school, community, and beyond.
TEKS 1.10 Government
A. Explain the need for rules and laws in the home, school, and community.
B. Give examples of rules or laws that establish order, provide security and manage
conflict.
C. Identify the responsibilities of authority figures in the home, school and community. / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can:
· locate places using the direction words north, south, east and west.
· create and use simple maps to identify places in the classroom.
· create and interpret maps of the classroom, home, and school and community.
· identify and discuss the reasons why children go to school.
· list 5 school rules and place them in order of importance.
· retell and describe classroom rules and explain why they are important.
· identify the responsibilities of authority figures.
Skills / TEKS 1.12 Citizenship
A. Identify characteristics of good citizenships such as belief in justice, truth, equality
and responsibility for the common good.
TEKS 1.13 Citizenship
A. Explain selected national and state patriotic symbols such as the U. S. and Texas
flags, the Liberty Bell, and the Alamo.
B. Recite and explain the meaning of the Pledge of Allegiance and the Pledge to the
Texas flag.
C. Explain how selected customs, symbols, and celebrations reflect an American love
of individualism, inventiveness, and freedom.
TEKS 1.17 Social Studies Skills
B. Obtain information about a topic using a variety of visual sources such as pictures,
graphics, television, maps, computer images, literature and artifacts.
C. Sequence and categorize information.
D. Identify main ideas from oral, visual and print exercises.
TEKS 1.18 Social Studies Skills
A. Express ideas orally based on knowledge and experiences.
B. Create written and visual material such as stories, poems, maps and graphic
organizers to express ideas.
TEKS 1.19 Social Studies Skills
B. Use the problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution. / I can:
· identify and describe the behaviors which show good citizenship.
· explain how and why we honor the American symbols.
· recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas flag.
· explain the customs which reflect American love of freedom.
· obtain information about a topic using a variety of visual sources.
· sequence and categorize information.
· identify main ideas from read alouds and pictures.
· express ideas orally about citizenship.
· create written and visual materials such as stories, poems, maps and graphic organizers related to citizenship.
· use the problem-solving process to solve a school problem created by the teacher.
Evidence of Learning
¨ Given a question (prompt), students will orally explain the reasons why children to school with 80% accuracy.
¨ Given a list of 6 school rules, students will prioritize the rules with 80% accuracy.
¨ Given a set of 4 pictures, students will choose those that illustrate good citizenship with 80% accuracy.
¨ Given a simple map of the classroom, students will fill in the map with geographic terms (Map Title, Cardinal Directions and a Legend) and features with 80% accuracy.
¨ Given several scenarios, students will choose those that show good citizenship with 80% accuracy.
Social Studies – First Grade
Lesson 1: School Community/Citizenship
First Grading Period – Unit 1 (Week 1) CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite SkillsEnduring Understandings
· Students go to school to learn how to be responsible citizens in a community.
· Obeying school rules will help students understand the importance of following rules in the community.
· It is important for students to understand their role as good citizens in the school and neighborhood community.
· It is important for students to use the vocabulary used to interpret maps.
Essential Questions
· Why is going to school important?
· How do we show that we are good citizens in school?
· Why is it important to follow rules at home, at school and in the community? / · Use the terms including over, under, near, far, left, and right to describe relative location. (K)
· Use vocabulary related to time including before, after, next, first, and last. (K)
· Identify purposes for having rules.
· Identify rules that provide order, security, and safety in the home and school. (K)
· Locate places on the school campus and describe their relative location. (K)
· Identify main ideas from oral, visual and print resources. (K)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Day 1
Activating Prior Knowledge
Ask students how to explain the directions from their home to school. Encourage students to use left, right, near and far when explaining their directions.
Hook Activity
· Sing the song, We Go to School sung to the tune of “The Farmer in the Dell” on page 2 of the social studies textbook. Ask students to think of two more lines that describe some of the rules they have to follow in school.
· Read the book, David Goes to School and have the students discuss whether or not David was doing the right thing in school.
Create a Word Wall (bulletin board) for social studies for the year-give it a catchy social studies title. Place the vocabulary studied in each lesson on this bulletin board and continue to refer to the words each day in all content areas. Include pictures/drawings of words.
Vocabulary Strategy- Also bring in real objects (realia) of the vocabulary words which describe objects. Label the objects with the its name using a section of a sentence strip. Have students read and describe the words daily. Guide students to use the words in a sentence. Place a limit on the number of times students use the word I to begin their sentence. / I can:
· explain the directions from home to school and use the terms left, right, near and far when explaining the directions.
· sing the song, We Go to School then think of two more lines which describe one of the rules that must be followed in school.
· listen to the book, David Goes to School to determine whether or not David follows school rules.
· recognize and read the name of real objects by reading their name on a sentence strip which has been placed on the object.
Guided Practice
Day 2
· Explain to students that all of us are called citizens of the community, San Antonio. List all of the people who are citizens of the San Antonio community—mom, dad, brothers, sisters, cousins, aunts, uncles, etc. Ask students, “Was David a good citizen in school?” “What do you do in your neighborhood to show that you are a good citizen?”
· Have students look at the pictures on pages 4 and 5 in the social studies textbook. Tell students to describe what they see and have them share what they see with a partner. Ask students to tell you how the picture is alike or different from their neighborhood. Encourage students to use the words, left, right, near, on the top, and below. Guide students to discuss how the children in the picture are modeling good citizenship. Introduce the school rules and explain that when students follow the rules they are good citizens at school.
· Guide students to create an illustration of their neighborhood. Have students explain how their neighborhood is alike or different from the pictures.
Day 3 and 4
Independent practice:
· Create a picture (like the photos shown on page7) of themselves following a school rule. Write a caption for each of the student pictures explaining what the students are doing. Have this picture with the class. (Optional – place the pictures on a bulletin board titled, The Good Citizens of Room _____.
· Illustrate a simple map of the school community on sheets of chart paper (for cooperative groups). Have students follow your directions when asked to move model cars left, right, near, on the top and below. / · understand the meaning of the word citizen.
· explain what I do in the neighborhood to show that I am a good citizen.
· describe the pictures on pages 4 and 5 of the social studies textbook discussing with a partner.
· use the terms left, right, near, on the top, and below when describing the picture and also explaining how the children in the picture are modeling good citizenship.
· review the school rules.
· create an illustration of my neighborhood and compare it to the neighborhood in the community.
· create a picture of myself following a school rule.
· Illustrate a simple map of the school community in cooperative groups and follow the teacher’s directions using the words left, right, near, on the top, and below.
Day 5:
Extension
· Guide students to complete the Writing Project in the Social Studies Plus! A Hands-On Approach, Lunchtime Joy on page 8 or The Cafeteria Rules on page 9. / · complete one of the writing projects related to rules on either page 8 or page 9 of the Social Studies Plus! A Hands-On Approach.
Vocabulary:
· school (escuela)
· group (groupo)
· flag (bandera)
· country (pais)
· rule (regala)
· citizen (ciudadano) / Resources:
Suggested Literature: First
Froggy Goes to School by Jonathan London and Frank Remikiewicz
My First Day of School by Patrick K. Hallinan
David Goes to School by David Shannon
Scott Foresman textbook – All Together/Todos Juntos
Unit 1 Time for School pp. 2-7
Hands-On Activity TE 61a Where’s North? (using cardinal directions)
SUPPLEMENTAL RESOURCES
Workbook pp. 1-2; 10, 11 and 17
Songs and Music Primary CD Tracks 15-16 We Go to School
Every Student Learns Guide - Welcome to My Neighborhood pp. 18-23
Where in the World Do I Live? pp. 34-37
Social Studies Plus! A Hands - On Approach Writing Projects – Lunchtime Joy p. 8
The Cafeteria Rules p. 9
Read Alouds and Primary Sources School Riddles pp. 3 and 4
Super Atlas (Primary Big Book)
Poster 1 / Assessment Resources
Test Talk Practice Book
Assessment Book
TAKS Practice Book
Internet Resources
Scott Foresman Social Studies
Power Media Plus
SAISD Social Studies Website
Patriotic Symbols
Rubi Star for creating Rubrics
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need extra support?
· Guide students to dictate one sentence to you which describes the rule which they think is most important for the class.
· Write these on sentence strips. Have students vote on the most important one, justifying their responses.
What do you do for students who master the learning quickly?
· Ask students find pictures of students following rules (in library books, their reading books, etc.)
· Have students explain what they are doing to a small group. / There are six ways to show good citizenship. They include respect, caring, fairness, courage, honesty,
and
A. humor.
B. responsibility.
C. hostility.
D. silence.
Third Grade Interim
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
Social Studies – First Grade
Lesson 2: Government/Citizenship Skills
First Grading Period – Unit 1 (Week 2) CURRICULUM GUIDE