ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: / Social StudiesGRADE LEVEL: / Grade 1
CREATION DATE: /
March, 2003
Board Approved: September, 2003
Essential Question, Concept or Theme: A. Classroom Community: Why are rules important? What is respect? How can conflicts be resolved? / Approx. Time Allotment: /PA Standards: 5.1.3 B, I , J; 5.2.3 B, C, F; 5.3.3 C, G /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
· Develop a set of classroom rules.
· Discuss the importance of rules in the classroom, school, and community.
· Define respect and discuss the importance of showing respect.
· Provide examples of how respect can be shown.
· Identify conflict situations.
· List possible ways to resolve conflicts. / · Class book on respect
· On going observance of classroom rules
· Classroom pledge
· Application of conflict resolution strategies in daily interactions / · Trade books
Are You My Friend?
Never Spit on Your Shoes
David Goes To School
Junie B. Jones and the Stinky Smelly Bus
· Big Books
· Videos
· Plays
· Pro- Social Materials
Give Me Five, Stop and Think
Anti Bullying program
Babes program
· Social Studies Alive! My School and Family, 2003. Chapters 1, 2, 3, 4, 5.
· Student workbook pp. 14-21. / · Class discussions
· KWL charts
· Role play
· Teacher read alouds
· Cooperative learning activities
· Games
· Modeling of behaviors in various settings (classroom, cafeteria, playground, bus…)
· Reading
Essential Question, Concept or Theme: A. Classroom Community: Why are rules important? What is respect? How can conflicts be resolved? / Approx. Time Allotment: /
PA Standards: 5.1.3 B, I , J; 5.2.3 B, C, F; 5.3.3 C, G /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Preferential Seating
· Alternative Assessments
· Special adaptations as stated in the IEP
· Auditory and visual cues
· Repeated directions
· Extended time
· Teacher and peer Assistance
· Flexible grouping / · Independent studies: e.g. Argue for or against having rules and laws
· Tiered assignments
· Creative Writing
· Supplemental readings
· Oral presentations
· Research /
· Modified assignments
· Reteaching activities· Student checklist for accountability
· Teach to strength/intelligence or learning style / · LA – The Good Bad Cat, The Chick and the Duckling, My Friends
· Math – Investigations Unit, Guess My Rule Activity
· All Area Content Areas – Cooperative Learning Activities
· Science – science kit experiments- “lab” rules to follow
· Pro Social Activities
Essential Question, Concept or Theme: B. Neighborhood and Town Communities: What is a neighborhood? What is a town? Who works in a town? How do we move around a neighborhood or town? What are needs and wants? / Approx. Time Allotment: /
PA Standards: 5.3.3.F, 7.1.3 B, 6.1.3.A, 6.2.3.A, 6.3.3.B, 6.5.3. B, 8.2.3.C /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
· Identify characteristics of a neighborhood.
· Identify characteristics of a town.
· List professions of those who work in communities.
· Discuss responsibilities of various professions.
· Define needs and wants of community members. / · Draw and label three important features of a neighborhood and/or town
· State address, name of town, name of state, and country of residence
· Identify needs and wants (Venn Diagram, chart, sort…) / · Big Books
· Community member presentations
· Maps
· Atlases (Nystrom Buddy Atlas or Map Essentials Atlas)
· Videos
· Plays
· National Geographic Map Essentials
· Social Studies Alive! My School and Family, 2003. Chapters 4, 5, 8, 10, 14. Workbook pp. 16, 17, 30-32, 38.
· Trade Books:
Town Mouse, Country Mouse
Coco Can’t Wait
Letter for Amy
Hooray for Diffendoofer Day
The Terrible Thing That Happened at Our House / · Class discussions
· KWL charts
· Role play
· Teacher read alouds
· Cooperative learning activities
· Career presentations or investigations
· Field trips
Essential Question, Concept or Theme: B. Neighborhood and Town Communities: What is a neighborhood? What is a town? Who works in a town? How do we move around a neighborhood or town? What are needs and wants? / Approx. Time Allotment: /
PA Standards: 5.3.3.F, 7.1.3 B, 6.1.3.A, 6.2.3.A, 6.3.3.B, 6.5.3 B, 8.2.3.C /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Preferential Seating
· Alternative Assessments
· Visual models
· Special adaptations as stated in the IEP
· Auditory and visual cues
· Repeated directions
· Peer and teacher assistance
· Extended time
· Flexible grouping / · Independent studies: e.g. Compare and contrast the small town to the big city.
· Tiered assignments
· Creative Writing
· Supplemental readings
· Oral presentations /
· Modified assignments
· Reteaching activities· Student checklist for accountability
· Teach to strength/intelligence or learning style / · LA- Coco Can’t Wait, Letter for Amy
· Math – Investigations Unit, Quilt Squares and Block Towns
· Math – Money unit
Essential Question, Concept or Theme: C. Geography: What is a map? Why do we use maps? What is a globe? Why do we use globes? How do we use directions to help us get from place to place? / Approx. Time Allotment: /
PA Standards: 7.1.3.A, 7.1.3.B /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
· Develop an understanding for reading basic maps.
· Describe instances when using a map would be appropriate.
· Design a classroom map.
· Practice moving left to right and up and down on a map.
· Identify north, south, east and west.
· Locate places on a map.
· Acquire an understanding for locating items on a globe. / · Navigate a classroom and building
· Navigate a map following oral or written directions
· Locate continents and oceans on map or globe.
· Label a simple map with compass directions / · Trade books
· Big Books
· Maps
· Globes
· Compasses
· Atlases (Nystrom Buddy Atlas)
· Videos
· Internet resources
· National Geographic Map Essentials
· Social Studies Alive! My School and Family, 2003.
· Rookie Read About Geography (continents) / · Class discussions
· KWL charts
· Role play
· Teacher read alouds
· Cooperative learning activities
· Simple map activities
Essential Question, Concept or Theme: C. Geography: What is a map? Why do we use maps? What is a globe? Why do we use globes? How do we use directions to help us get from place to place? / Approx. Time Allotment: /
PA Standards: 7.1.3.A, 7.1.3.B /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Preferential Seating
· Alternative Assessments
· Visual models
· Special adaptations as stated in the IEP
· Auditory and visual cues
· Repeated directions
· Peer and teacher assistance
· Extended time
· Flexible grouping / · Independent studies: e.g. Design a classroom or town map.
· Tiered assignments
· Creative Writing
· Supplemental readings
· Oral presentations /
· Modified assignments
· Reteaching activities· Student checklist for accountability
· Teach to strength/intelligence or learning style / · Math – Investigations Unit, Quilt Squares and Block Towns
· LA – Multicultural Literature – Coco Can’t Wait, My Friends, New Shoes For Silvia, Birthday Basket for Tia
· REACH Principles: Multiple Perspectives; Building Cultural Bridges; Culture is Something Everybody Has
Essential Question, Concept or Theme: D. Holidays, Famous Americans, and History: What holidays do we celebrate to recognize famous American and World leaders? What events from American and World history do we celebrate and recognize? Who are famous Americans who have influenced the history of the US? What were schools of long ago like and how do they compare to schools of today? / Approx. Time Allotment: /
PA Standards: 8.1.3.A, 8.3.3.A, 8.3.3.B, 8.4.3.A /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
· Name famous Americans and World figures.
· Identify holidays celebrated in the US and around the World.
· Discuss influence of famous Americans on US history.
· Recite the Pledge and sign patriotic songs.*
· Predict uses of school and classroom objects from the part.
· Compare and contrast school buildings from long ago and now.
· Compare and contrast student life from long ago and now.
*Some students may be excused due to religious beliefs. / · Recite the Pledge accurately on a daily basis*
· Name famous Americans (individuals to be determined)
· Match historical figures to their significant accomplishment
· Share family or cultural holiday traditions
· Compare and contrast classroom object and student life from schools long ago and now
· Design a school object that might be used in the future
* Some students may be excused due to religious beliefs. / · Trade books
· Big Books
· Flags
· Videos
· Plays
· Biographies
· Internet resources
· Social Studies Alive! My School and Family, 2003. Student workbook pp 22-23.
· Rookie Read Books : Holiday Histories, Symbols of Freedom / · Class discussions
· KWL charts
· Role play
· Teacher read alouds
· Cooperative learning activities
· Videos
· Cultural activities
· Presentations
· Internet research
· Research
Essential Question, Concept or Theme: D. Holidays, Famous Americans, and History: What holidays do we celebrate to recognize famous American and World leaders? What events from American and World history do we celebrate and recognize? Who are famous Americans who have influenced the history of the US? What were schools of long ago like and how do they compare to schools of today? / Approx. Time Allotment: /
PA Standards: 8.1.3.A, 8.3.3.A, 8.3.3.B, 8.4.3.A /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Preferential Seating
· Alternative Assessments
· Visual models
· Special adaptations as stated in the IEP
· Auditory and visual cues
· Repeated directions
· Peer and teacher assistance
· Extended time
· Flexible grouping / · Independent studies: e.g. Investigate the origin of various holidays.
· Tiered assignments
· Creative Writing
· Supplemental readings
· Oral presentations /
· Modified assignments
· Reteaching activities· Student checklist for accountability
· Teach to strength/intelligence or learning style / · LA – Various historic literature, holiday literature
· REACH Principle: Co-Responsibility
Social Studies Grade 1 / Page 8 - 8 - / Board Approved: September,2003