Santa Monica-Malibu Unified School District
Fall 2006
Social Studies Curriculum Map: Grade 1
Key Standards
Analysis
Skills
1.1 Students describe the
rights and individual
responsibilities of citizenship.
CST: 2, 3
1.1.1 Understand the rulemaking process in a direct
democracy (everyone votes on
the rules) and in a
representative democracy (an
elected group of people makes
the rules), giving examples of
both systems in their
classroom, school, and
community.
HI: 3, 4
Estimated
Instructional
Time
4 weeks, 3 times a
week.
REP: 2
1.1.2 Understand the elements
of fair play and good
sportsmanship, respect for the
rights and opinions of others,
and respect for rules by which
we live, including the meaning
of the "Golden Rule."
Analysis Skills: *CST= Chronological and Spatial Thinking
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HB Text Pages
Additional
Resources
Text p.1-48
HWP p. 1-9
Vocab Transp 1-1, 1-2, 1-3,
1-4
Poem “Friendship’s Rule”
School Rules
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Topics:
• Cause and Effect
• Solving Problems
• Community Rules
• Leaders – How does a
person become a leader?
• Choosing by voting
• The Golden Rule
• Cooperation/Good
Sportsmanship/Respect
• Citizenship/Law/Police
officers
• Drama The Lion and the
Mouse
REP= Research, Evidence, and Point of View
1
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•
Reader’s
theaterAesop’s
Fables
Flat Stanley
project
Classroom
Rules (cause
and effect)
Classroom
Constitution
Cool Tools
Assessment
Ideas
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Personal picture
glossary of
important
vocabulary
HB Assess o.
1,2,5,6,7,8
Class election
Children show
understanding of
the Golden Rule
through
classroom
behavior
Writing prompt:
“I show respect
when
_____________”
Students describe
the job of a police
officer and their
importance to our
community.
HI= Historical Interpretation
1.2 Students compare and
contrast the absolute and
relative locations of places
and people and describe the
physical and/ or human
characteristics of places.
CST: 1, 3, 4
4 weeks, 3 times a
week
HI: 2, 3
1.2.1 Locate on maps and
globes their local community,
California, the United States,
the seven continents, and the
four oceans.
1.2.2 Compare the information
that can be derived from a
three-dimensional model to the
information that can be derived
from a picture of the same
location.
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HB text p. 52-96
HWP p. 10-18
Poem “Making Maps”
Vocab Transp 2-1
2-2,
2-3, 2-4
Topics:
• Locate location on maps of
the community, California
and the United States.
• Using a globe – locate 7
continents and four oceans.
Compare maps and globes.
• Neighborhood maps
• Identify characteristics of
locations
• Find directions on a map
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Geography
CD – music
and songs to
learn
continents
etc.
Variety of
maps and
globes
Books and
materials for
group/individ
enjoyment
Google Earth
Books (see
bibliography
for Standard
2)
Map Skills
Books
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1.2.3 Construct a simple map,
using cardinal directions and
map symbols.
1.2.4 Describe how location,
weather, and physical
environment affect the way
people live, including the
effects on their food, clothing,
shelter, transportation, and
recreation.
Analysis Skills: *CST= Chronological and Spatial Thinking
•
REP= Research, Evidence, and Point of View
2
Students maintain
a passport as they
“travel” around
the world and
visit different
continents (3 wk.
project)
Students create a
paper mache or
pumpkin globe
and mount
continents in their
appropriate
location.
Student create a
map of
classroom, school
or bedroom using
cardinal
directions, map
symbols. (One of
the maps could be
completed using
Kid Works
program.)
HB Assess p
9,10,13,14,15,16
HI= Historical Interpretation
1.3 Students know and
understand the symbols,
icons, and traditions of the
United States that provide
continuity and a sense of
community across time.
CST: 1, 2, 3
3 weeks, 3 times per
week
HB text p. 98-144
HWP p. 19-26
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REP: 3
Vocab Trans. 3-1, 3-2,
3-3, 3-4
1.3.1 Recite the Pledge of
Allegiance and sing songs that
express American ideals (e.g.,
"America").
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1.3.2 Understand the
significance of our national
holidays and the heroism and
achievements of the people
associated with them.
Books (See
bibliography
for Standard
3)
America
Sings CD –
patriotic/natio
nal music.
America
Musical (This
would add
one more
week to the
duration of
unit to
practice for
the play)
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Students identify
and tell the
importance of our
national symbols.
Students create
individual l books
describing
National
Symbols.
HB Assess
17,18,21,22,23,24
1.3.3 Identify American
symbols, landmarks, and
essential documents, such as
the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and
Declaration of Independence,
and know the people and
events associated with them.
Analysis Skills: *CST= Chronological and Spatial Thinking
REP= Research, Evidence, and Point of View
3
HI= Historical Interpretation
1.4 Students compare and
contrast everyday life in
different times and places
around the world and
recognize that some aspects
of people, places, and things
change over time while others
stay the same.
CST: 1,2,3
4 weeks, 3 times a
week
REP: 1,2,3
HB Text p. 146-208
HWP 27-35
Vocab. Transp. 4-1, 4-2, 43, 4-4
HI: 1,2, 3
1.4.1 Examine the structure of
schools and communities in the
past.
1.4
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Study transportation
methods of earlier days.
1.5 Recognize similarities
and differences of earlier
generations in such areas
as work (inside and
outside the home), dress,
manners, stories, games,
and festivals, drawing
from biographies, oral
histories, and folklore.
Analysis Skills: *CST= Chronological and Spatial Thinking
Topics:
• Sequence – First, Then,
Last
• Analyzing Visuals
• Children of the past –
observing change over time.
• Schools long ago
• Communities – Past,
Present, Future
• Timelines – Interpret/Create
• Oral Histories
• Students interview an older
adult family member or
friend
• Recognizing Fact and
Fiction
• How technology has
changed. Students observe
primary sources to analyze
the use of technology in the
past and present.
• Analyzing Artifacts – then
and now- tools at home.
REP= Research, Evidence, and Point of View
4
Create timeline of
their lives using
drawings and/or
photos.
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Writing Prompt
“I used to _____, now I
________.”
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Transportation
Class book
In the past
____________.
Now I travel by
____________.
In the future I might
travel by
_____________.
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Illustrate a tool used
at home long ago
and a tool used
today for the same
purpose.
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Compare/contrast
world today with
world of
interviewee as a
child.
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Journals entries
based on books read
to class from the
point of view of a
child long ago.
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HB Assess p
29,30,33,34,35,36
HI= Historical Interpretation
1.5 Students describe the
human characteristics of
familiar places and the varied
backgrounds of American
citizens and residents in those
places.
CST: 1, 2, 3
3 weeks, 3 times/week
REP: 1, 2, 3
1.5.1 Recognize the ways in
which they are all part of the
same community, sharing
principles, goals, and traditions
despite their varied ancestry;
the forms of diversity in their
school and community; and the
benefits and challenges of a
diverse population.
HB text p. 210-264
HWP. p. 36-44
Vocab. Transp. 5-1, 5-2, 5-3, 54, 5-5
Topics:
• Use of books and songs to
recognize diversity
• Point of View
• Contributions of America’s
first people
• Immigration
• Tracing Routes
• Use of folklore to compare
cultures and traditions.
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Books (See
bibliography
Standard 5)
Use of lit. to
learn about
family
traditions and
ancestry and
compare and
contrast with
your peers.
Kid’s
Discover
Immigration –
rich in
primary
resources.
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1.5.2 Understand the ways in
which American Indians and
immigrants have helped define
Californian and American
culture.
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1.5.3 Compare the beliefs,
customs, ceremonies,
traditions, and social practices
of the varied cultures, drawing
from folklore.
Analysis Skills: *CST= Chronological and Spatial Thinking
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REP= Research, Evidence, and Point of View
5
Students describe
contributions of
Native Americans
and Immigrants
Students create
“vest” book RIA
p.92, summarizing
the contributions of
Native Americans.
Students choose a
famous immigrant
to write about and
illustrate telling
about their
contribution to our
country.
After reading
Birthdays Around
the World, students
compare the way
they celebrate their
birthdays and the
way birthdays are
celebrated in
another culture.
Students create a
paper quilt and
write about a social
practice of another
culture learned
about in a folktale.
HB Assess. 37, 38,
41, 42, 43, 44
HI= Historical Interpretation
1. 6 Students understand
basic economic concepts and
the role of individual choice
in a free market economy.
CST: 3, 5
1.6.1 Understand the concept
of exchange and the use of
money to purchase goods and
services.
1.6.2 Identify the specialized
work that people do to
manufacture, transport, and
market goods and services and
the contributions of those who
work in the home.
HB text p266-320
HWP 45-53
Vocab Trans. 6-1, 6-2, 6-3, 6-4
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Topics:
• Distinguish between goods
and services; understand
concept of exchange using $
• Understand specialized
work (i.e. manufacturing,
transport, marketing, people
who work at home and
volunteers)
• Buyers/Sellers
• Choice and Purchases
• Factory Workers
• Interdependence in the
workforce and community
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Books (See
bibliography
for Standard
6)
Catalogues
Start to
Finish books
(Lerner
Publishers)
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Analysis Skills: *CST= Chronological and Spatial Thinking
REP= Research, Evidence, and Point of View
6
Students role play
making choices
when purchasing
goods.
Students create
collages of
goods/services.
Students create
flowcharts of a
product from start
to finish and
identify
specialized
workers
Students build a
model of their
community
showing
businesses
providing goods
and services.
HB Assess 45,
46, 49, 50, 51, 52
HI= Historical Interpretation