Grade 1 Social Studies
Unit 4
Title
Suggested Time Frame
4​th​ Six Weeks
32 Days
Geography
Big Ideas/Enduring Understandings
Time and Chronology are basic skills required to understand our past.
Using tools of geography helps us understand the world we live in.
Guiding Questions
When are past, present, and future?
Distinguish among past, present, and future.
How do we measure time? (Clock, calendar, timeline) How long are a
day, week, month, and year?
Locate places using the four cardinal directions.
Locate the community, Texas, and the United States on maps and
globes.
How do we use cardinal directions to find places on a map?
TEKS
Readiness TEKS
2C
3C
*3A
*4A
*5B
Supporting TEKS
2A
3B
4B
Process Skills
4A,5AB,17ABC, 18AB,19AB
* Safety Net Standards
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
CISD 2016, 11/10/16
Can you identify historical figures?
Can you complete a compass rose diagram?
Can you create a map of our classroom?
Can you construct a timeline of your life events?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
17 ABC, 18 AB, 19 AB
Knowledge and
Skills with Student
Expectations
(2) History. The
student
understands how
historical figures,
patriots, and
good citizens
helped shape the
community,
state, and nation.
The student is
expected to:
(A) identify
contributions of
historical figures,
including ​Sam
Houston,​ ​George
Washington,
Abraham
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District Specificity/ Examples
Bloom’s Level- Remembering
George Washington​, Commander and
Chief of the Continental Army and first
president of the United States
Abraham Lincoln,​ 16​th​ president of the
United States presided from 1861-1865
through the entirety of the Civil War
Martin Luther King Jr​. leader of the
modern civil rights movement and Nobel
Peace Prize winner.
Contribution is something that is given.
Historical figure is an important person in
history.
Vocabulary
Contribution,
historical figures
influence
*George Washington,
*Abraham Lincoln,
Martin Luther King Jr
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must be
aligned with the TEKS.
Pearson Unit
Children’s Literature
What is Martin Luther King, Jr. Day? By
Margot Barker. Children's, 1990.
A Picture Book of Martin Luther King Jr.
by David A. Adler
Martin Luther King Jr. Marching for
Equality by Stephanie E. Macceca
Lincoln's Birthday and Washington's
Birthday by Dennis Fradin. Enslow, 1990.
A Picture Book of George Washington by
David A. Adler
Lincoln, and
Martin Luther
King Jr.,​ who
have influenced
the community,
state, and nation;
Supporting
Influence is the power affecting a
person, thing, or course of events.
Let’s Read About George Washington by
Kimberly Weinberger
Biographies below: George Washington
Abraham Lincoln Martin Luther King Jr.
George Washington Our First President
by Garnet Jackson
What contributions did George
Washington, Abraham Lincoln, and
Martin Luther King, Jr. make that
influenced the community, state, and
nation?
A Picture Book of Abraham Lincoln by
David A. Adler
Abraham Lincoln by Cassie Mayer
Let’s Read About Abraham Lincoln by
Sonia Black
Activities
Ask students to explain what would
happen if we did not have rules at
home and school.
● What would happen if their
parents did not know what time
school was going to be over each
day?
● What happens in class when we do
not take turns? For instance, when
everyone is talking out loud in
class…
Have students interview family members
about why they think Martin Luther King,
Jr. Day, 4th of July, and Veteran's Day are
important observances. Ask the students
to report the results of their interviews to
the class.
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Websites
United Streaming:
Holiday Facts and Fun: ​Martin Luther
King Day
President’s Day: ​Washington and Lincoln
Lessons
The Arts in History
(all of the above should be linked, if
possible)
(​2) History. The
student
understands how
historical figures,
patriots, and good
citizens helped
shape the
community, state,
and nation. The
student is expected
to:
(C) compare the
similarities and
differences among
the lives and
activities of
historical figures
and other
individuals who
have influenced the
community, state,
and nation.
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Bloom’s Level- Analyzing
A graphic organizer such as a Venn
Diagram or a T chart will help students
make the required comparisons.
Compare
Historical figures
Individuals
Influence
Community
State
Nation
Venn Diagram
Class discussion
Children’s Literature
Activities
A graphic organizer such as a Venn
Diagram or a T chart will help students
make the required comparisons.
Primary Sources
Websites
Lessons
Readiness
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The Arts in History
*(3) History. The
student
understands the
concepts of time
and chronology.
The student is
expected to:
(A) distinguish
among past,
present, and
future;
Readiness
Bloom’s Level- Analyzing
Students must first be able to define and
them show the difference between past,
present and future.
Past = before
Present= now
Future= later
When are past, present, and future?
Distinguish
Past
Present
Future
Children’s Literature
Activities
Highlight the vocabulary on a "word wall"
or another appropriate place in the
classroom and encourage students to use
the words in their daily conversations,
such as:
●
​Yesterday we …(Past)
●
​Today we will ….(Present)
●
​Tomorrow I am …(Future)
Students may create their own timeline
(calendar) using pictures or events from
the school day or their own personal
experience.
Primary Sources
Websites
Unitedstreaming:
Maps
The Arts in History
Background/ Extra information
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(3) History. The
student
understands the
concepts of time
and chronology.
The student is
expected to:
(B) describe and
measure calendar
time by days,
weeks, months, and
years; and
Supporting
Bloom’s Level- Remembering
(describe) Applying (measure)
Students learn to use a monthly calendar
in the classroom; they are demonstrating
an understanding of chronology and
sequence.
Describe
Calendar
Timeline
day
week
month
year
Children’s Literature
A Picture Book of… by David A. Adler
(these books have a timeline of the
person’s life in the back of each book)
Rodeo Time by Stuart J. Murphy
Help students understand that a calendar
is a timeline. Incorporate the teaching of
this objective into the daily routine,
encouraging students to use appropriate
vocabulary and reminding them that they
are using a timeline every time they use a
calendar. Students do not often connect
the two skills.
Activities
Daily Calendar Routine
Primary Sources
How do we measure time? (Clock,
calendar, timeline) How long are a day,
week, month, and year?
Websites
Standard Deviants School ESL :
Vocabulary: Days and Months
Maps
The Arts in History
Background/ Extra information
(3) History. The
student
understands the
concepts of time
and chronology.
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Bloom’s Level- Creating
Students must create their own timeline
(calendar).
Create
Calendar
Timeline
Create a
monthly
Calendar.
Create a
Children’s Literature
The student is
expected to:
simple
timeline.
ELPS Visuals/Video
(C) Create a
calendar and simple
timeline.
Readiness
Activities
Students must create their own timeline
(calendar)
Primary Sources
Websites
Maps
The Arts in History
Background/ Extra information
*(4) Geography
. The student
understands the
relative location
of places. The
student is
expected to:
(A) locate
places using the
four cardinal
directions; and
Readiness
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Locate
Location and directions
Cardinal directions are:
●
North
●
South
●
West
●
East
There are five (5) themes of geography.
One of those themes is ​Location ​- which
answers the question ​Where is a place?
● Relative location is part of this
theme and describes the location of a
place or person in relationship to
another fixed point.
Cardinal Directions
North
South
West
East
Label
classroom
walls with
accurate
cardinal
directions.
Play Simon
Says to have
students turn
and face each
direction.
ELPS-Visuals/
Video
Children’s Literature
We Need Directions by Sarah De Capua
Up North and Down South Using Map
Directions by Gonzales and Doreen
Activities
Teaching students a rhyme such as "Never
Eat Sour Watermelon" or "Never Eat
Slimy Worms" to help them remember
● Cardinal directions are used to
determine relative location.
both the compass rose and the cardinal
directions.
Put cardinal direction signs on the walls
of your classroom and use those to give
students directions or "play" directional
games such as:
● Move two steps north and
three steps west.
➢ Choose a partner by taking the
hand of the person standing
just ​west of you.
Have students use cardinal directions
when locating objects in the classroom.
For example:
● The windows are on the ​south
wall of our room.
● The pencil sharpener is on the
east wall near the blackboard.
Emphasize cardinal directions in normal
usage for the students such as their street
address or the school location might be on
North ___ or South ___; the school
playground is on the ​east side of the
school; the sun rises in the ​east and sets in
the ​west.
Primary Sources
Websites
United Streaming:
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Peep and the Big Wide World: Wandering
Beaver/Peep’s New Friend
(Directions/Map)
Maps
The Arts in History
Background/ Extra information
Chronology refers to putting events in
order based on the order (time) in which
they occurred.
(4) Geography.
The student
understands the
relative location
of places. The
student is
expected to:
(B) describe the
location of self and
objects relative to
other locations in
the classroom and
school.
Supporting
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Bloom’s Level- Remembering
Relative location is part of the theme
Location and describes the where a place
or person is in relationship to a fixed
point.
Using self as the fixed point and using
cardinal directions such as:
● I am on the ​west side of the
classroom and the cafeteria is ​far
from here. It is on the ​north side of
the building.
● The playground is on the ​west side of
the school. We get there by going out
Describe
Relative location
Children’s Literature
Me on the Map by Joan Sweeney.
Random House, 1996.
Activities
Allow student "guides" to give directions
to students in the classroom using relative
location. Their instructions might begin
as:
➢ Move to the door on your ​right,
which is on the ​north side of the
room.
➢ Follow me ​north into the hallway.
the door ​near our classroom and
turning ​right.
➢ Turn ​east (right) and go 10 steps, and
so on . . .
​ Relative Location is introduced in
kindergarten using words near, far, up,
down, left, right.
Given a map of the school, ask students to
describe the relative location of certain
key places such as the library, office,
cafeteria, restroom to their classroom.
Primary Sources
Websites
Lessons
The Arts in History
Background/ Extra information
(5) Geography.
The student
understands the
purpose of maps
and globes. The
student is expected
to:
(A) create and
use simple maps
such as maps of
the home,
classroom, school,
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Students create maps of:
●
A room in their home
●
Classroom
●
School
●
Neighborhood/community
➢ Students use maps - their own and
printed maps of the school,
community/neighborhood, city and/or
state.
➢ Interpret maps to determine location
of key places.
Create
Map
Location
Children’s Literature
As the Roadrunner Runs: A First Book of
Maps and by Gail Hartman. Simon &
Schuster, 1994.
As the Crow Flies: A First Book of Maps
by Gail Hartman. Simon & Schuster,
1993.
A Week of Raccoons by Gloria Whelan.
Alfred A. Knopf, Inc., 1988.
Treasure Map by Stuart J. Murphy
There’s A Map On My Lap by Tish Rabe
and community;
and
Foundational
There are five (5) themes of geography.
➢ Location - which answers the
question ​Where is a place? has two
sub-themes:
● Relative location (see previous
objectives)
● Absolute location - introduced in
this objective using maps.
Follow That Map! A First Book of
Mapping Skills by Scott Ritchie
Where Do I Live? By Neil Chesanau
Map Keys by Rebecca Aberq
My Map Book by Sara Fanelli
My Neighborhood: Places and Faces by
Lisa Bullard
Activities
Have students draw a "Treasure Map"
showing the location of an object in the
classroom or a place in (or around) the
school. Have them give their map to
another group of students and ask the
students to follow the classmates map to
reach the "treasure".
Provide a map to the students and ask
them to locate places based on the map
provided. The maps should represent the
school, neighborhood and so on. Ask
students to use the maps to describe the
location of certain important places.
Primary Sources
Websites
Understanding and Making Maps: An
Introduction
The Scrambled States of America
Beginning Maps: Models and Places
Lessons
The Arts in History
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Background/ Extra information
*(5) Geography.
The student
understands the
purpose of maps
and globes. The
student is
expected to:
(B) locate the
community,
Texas, and the
United States on
maps and globes
Readiness
Students must be able to locate Amarillo,
Texas and the United States on a flat map
and a Globe
Begin with identifying North America on
both globes and flat maps.
● Locate Texas on maps of the United
States.
● Locate Amarillo on maps of Texas.
Stress the difference between
● North America - continent
● United States - country
● Texas - state
● Amarillo - city
Locate
Map
Globe
Label
Cleburne,
Texas, and the
US on a
map/globe.
ELPS-Visuals/V
ideo List/Sort/
Label
Children’s Literature
Maps and Globes by Jack Knowlton.
Looking at Maps and Globes by Carmen
Bredesan
Activities
The use of maps and globes is a new skill
for first graders.
Use puzzle shapes or outline drawings of
North America and other continents. Ask
students to pick North America out by its
shape. Transfer this skill to maps and
globes.
➢ Focus on the unique shape of Texas to
help students locate the state.
➢ Use atlas (print or electronic)
programs with maps of the United
States and Texas.
Given maps of the world, United States
and Texas the students can successfully
locate
●
North America on a world
map;
●
the United States on a map of
North America;
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●
●
Texas on a map of the United
States;
Amarillo on Texas maps.
Using appropriate maps, reinforce
cardinal directions, relative location,
absolute location of North America,
United States, Texas, and Amarillo and
basic vocabulary by giving students
questions such as:
● What continent is south of North
America?
● What country is north of the
United States?
● What state is east of Texas? . . .
West of Texas?
● Is Amarillo in the east or west part
of Texas?
Primary Sources
Websites
Lessons
(17) Social
studies skills.
The student
applies
CISD 2016, 11/10/16
critical-thinking
skills to organize
and use
information
acquired from a
variety of valid
sources,
including
electronic
technology. The
student is
expected to:
(A) obtain
information
about a topic
using a variety of
valid oral sources
such as
conversations,
interviews, and
music;
Foundational
(17) Social
studies skills.
The student
applies
critical-thinking
skills to
organize and
use information
acquired from a
variety of valid
sources,
including
electronic
technology. The
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student is
expected to:
(C) sequence
and categorize
information.
Foundational
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