Wayne County Public Schools

NC Essential Standards for Social Studies- 2010 First Grade – Social Studies Pacing Guide

1st 9 Weeks / 2nd 9 Weeks / 3rd 9 Weeks / 4th 9 Weeks
Civics & Government
Unit 1: Citizenship
1.C&G.1: Understand the importance of rules.
1.C&G.1.1
Explain why rules are needed in the home, school and community.
1.C&G.1.2
Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc).
1.C&G.1.3
Summarize various ways in which conflicts could be resolved in home, schools, classrooms and communities.
Culture
Unit 2: Culture
1.C.1: Understand the diversity of people in the local community.
1.C.1.1 – Compare the languages, traditions, and holidays of various cultures.
1.C.1.2 – Use literature to help people understand diverse cultures.
Unit 1: Civics & Government
Textbook Unit 2: Good Citizenship
Textbook Unit 1: Lessons 1 & 2, Roles in a Family; Groups
Unit 2: Culture
Textbook Unit 1: Lessons 3 & 4, Meeting People / History
Unit 3: Past and Present
1.H.1: Understand that history tells a story of how people and events changed society over time.
1.H.1.1
Explain how and why neighborhoods and communities change over time.
1.H.1.2
Explain the importance of folklore and celebrations and their impact on local communities.
1.H.1.3
Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin Luther King, Jr., Memorial Day, Presidents’ Day, etc).
Unit 3: History
Textbook Unit 3: Changing People & Places
Textbook Unit 4: Special Days
Textbook Unit 7: Technology We Use Today(change over time) / Geography
Unit 4: Geography
1.G.1: Use geographic representations, terms and technologies to process information from a spatial perspective.
1.G.1.1
Use geographic tools to identify characteristics of various landforms and bodies of water.
1.G.1.2
Give examples showing locations of places (home, classroom, school and community).
1.G.1.3
Understand the basic elements of geographic representations using maps (cardinal directions and may symbols).
Environmental Literacy…
Unit 5: Where People Live
1.G.2: Understand how humans and the environment interact within the local community.
1.G.2.3
Explain how the environment impacts where people live (urban, rural, weather, transportation, etc).
Unit 4: Geography
Textbook Unit 5: Lessons 1, 2, 3,
Where People Live
Textbook Unit 7: Technology We Use Today
Unit 5: Environmental Literacy: Where People Live
Textbook Unit 5: Lesson 4, People & Places / Continued….Environmental Literacy…
Unit 5: Changing the Environment & Using
Natural Resources
1.G.2: Understand how humans and the environment interact within the local community.
1.G.2.1
Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc).
1.G.2.2
Explain how people use natural resources in the community.
Economics & Financial Literacy
Unit 6: Economics & Financial Literacy
1.E.1: Understand basic economic concepts.
1.E.1.1
Summarize the various ways in which people earn and use money for goods and services.
1.E.1.2
Identify examples of goods and services in the home, school and community.
1.E.1.3
Explain how supply and demand affects the choices families and communities make.
Unit 5: Continued…Environmental Literacy:
Changing the Environment & Using
Natural Resources
Textbook Unit 5: Lesson 5, People Use Resources
Unit 6: Economics & Financial Literacy
Textbook Unit 6: The Market Place

Textbook: Harcourt Social Studies, NC Edition: Communities Around Our World, Harcourt Inc., 2009 Revised: July 2015

First Grade – 2010 NC Essential Standards – Social Studies

NC Essential Standards

The North Carolina Social Studies Essential Standards offer a sound, thoughtful, and

defensible curricular framework that is designed to enable all students at all grade levels to acquire the essential knowledge, understanding, and skills needed to be informed, active citizens in the 21st century. The five organizational strands of the social studies program: 1-history, 2-geography & environmental literacy, 3- economics and financial literacy, 4- civics and government, and 5-culture are addressed with increasing rigor and relevance at each grade level. Underlying these strands is the belief that all students should understand social studies and develop civic efficacy. According to George Drayton Strayer, early 20th century educator and author, “Education is only worth the difference it makes in the activities of the individual who has been educated.” With this in mind, each Local Education Agency (LEA) is encouraged to provide social studies classes and appropriate instruction at all grade levels to help students achieve the social studies knowledge, understanding, and skills that enable them to participate in our society.

A balanced and effective social studies program, K‐12, prepares students to be active, informed, and responsible citizens. Students acquire and perfect knowledge, understanding, and skills of individual and group inquiry and examine a broad range of peoples and cultures. Students gain from social studies the attitudes and values that enable them to be effective problem‐solvers, good decision‐makers, and wise planners. As a result of an effective social studies education, they are prepared to deal with present, recurring, and unforeseen problems at the local, state, national,

and global levels.

Content – The proposed social studies essential standards are designed to ensure that all

students at all grade levels acquire the essential knowledge and skills to be informed, active citizens in the 21st century. In kindergarten through grade twelve, there is attention to the development of social studies concepts and skills and how they build over time. Essential standards and clarifying objectives were developed to ensure that the content is developmentally matched to the age and

stage of the learner for better clarity and specificity. For each grade level, K‐12, the content was reviewed for evidence of rigor and vertical alignment.

Kindergarten through second grade students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities across the world in developmentally responsive ways. In early years, children develop a foundation for the entire

Social Studies program beginning in Kindergarten; therefore, Social Studies must be an essential part of the daily curriculum. As students are acquainted with diverse classmates, they develop awareness of the similarities among individuals in the classroom as well as within the school, community and world. Comparing family traditions enables students to accept and appreciate their pluralistic society and acquire a sense of purpose regarding their role and the role of other citizens within the community and world. K-2 students develop geographic awareness of their surroundings by using geographic representations to process information about locations using maps and globes. They learn that people not only use the environment, but also modify or adapt to it. In history, students begin to develop the ability to think like a historian as they acquire knowledge of history

to understand the past and present. Students begin to appreciate the influence history has on their daily lives as they identify contributions of historical figures. They examine why certain events and people are celebrated through national holidays. In economics, students develop and build upon basic economic concepts by relating them to their own wants and needs.

Social Studies Organizational Strands

1. History

2. Geography & Environmental Literacy

3. Economics and Financial Literacy

4. Civics and Government

5. Culture

History 1.H

1.H.1: Understand that history tells a story of how people and events changed society over time.

Concept(s): Change, Community, Culture

Clarifying Objectives

1.H.1.1 - Explain how and why neighborhoods and communities change over time.

1.H.1.2 - Explain the importance of folklore and celebrations and their impact on local communities.

1.H.1.3 - Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin Luther King, Jr., Memorial Day, Presidents’ Day, etc.)

Geography and Environmental Literacy 1.G

1.G.1: Use geographic representations, terms and technologies to process information from a spatial perspective.

Concept(s): Location, Physical Characteristics

Clarifying Objectives

1.G.1.1 - Use geographic tools to identify characteristics of various landforms and bodies of water.

1.G.1.2 – Give examples showing the location of places (home, classroom, school and community).

1.G.1.3 – Understand the basic elements of geographic representations using maps (cardinal directions and map symbols).

1.G.2: Understand how humans and the environment interact within the local community.

Concept(s): Change, Human-Environment Interaction, Natural Resources

Clarifying Objectives

1.G.2.1 - Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.).

1.G.2.2 - Explain how people use natural resources in the community.

1.G.2.3 – Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).

Economics and Financial Literacy 1.E

1.E.1: Understand basic economic concepts.

Concept(s): Goods and Services, Supply and Demand, Choice, Resources, Wants and Needs

Clarifying Objectives

1.E.1.1- Summarize the various ways in which people earn and use money for goods and services.

1.E.1.2 – Identify examples of goods and services in the home, school and community.

1.E.1.3 – Explain how supply and demand affects the choices families and communities make.

Civics and Government 1.C & G

1.C&G.1: Understand the importance of rules.

Concept(s): Citizenship, Authority, Conflict, Fairness, Order, Rules, Rights, Responsibilities

Clarifying Objectives

1.C&G.1.1 – Explain why rules are needed in the home, school and community.

1.C&G.1.2 – Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc.).

1.C&G.1.3 – Summarize various ways in which conflicts could be resolved in homes, schools, classrooms and communities.

Culture 1.C

1.C.1: Understand the diversity of people in the local community.

Concept(s): Culture, Values & Beliefs, Diversity

Clarifying Objectives

1.C.1.1 – Compare the languages, traditions, and holidays of various cultures.

1.C.1.2 – Use literature to help people understand diverse cultures.