Grade 1 Social Studies
Unit 4
Title
Suggested Time Frame
th​
4​
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? How do we measure time? (Clock, calendar, timeline) How long are a day, week, month, and year? How do we use cardinal directions to find places on a map? Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
Coming Soon
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
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 Lincoln, and Martin Luther King Jr.,​
who have influenced the community, state, and nation; Suggested Resources
District Specificity/ Examples
Vocabulary
George Washington​
, Commander and Chief of the Continental Army and first president of the United States th​
Abraham Lincoln,​
16​
president of the United States presided from 1861­1865 through the entirety of the Civil War Martin Luther King Jr​
. leader of the modern civil rights movement and Nobel Peace Prize winner. Contribution, historical figures,
influence *George
Washington, *Abraham
Lincoln, and Martin Luther
King Jr
Contribution is something that is given.
Historical figure is an important person in
history.
Influence is the power affecting a person,
thing, or course of events.
Biographies below: George Washington
Abraham Lincoln Martin Luther King Jr.
What contributions did George Washington,
Abraham Lincoln, and Martin Luther King, Jr.
make that influenced the community, state,
and nation?
Resources listed and categorized to indicate
suggested uses. Any additional resources must be
aligned with the TEKS.
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 Let’s Read About George Washington by Kimberly Weinberger George Washington Our First President by Garnet Jackson 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. 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.
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
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 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; 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 (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
Students learn to use a monthly calendar in the classroom; they are demonstrating an understanding of chronology and sequence. 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. 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
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. Students must create their own timeline (calendar). Create
Calendar
Timeline
Children’s Literature The student is expected to: Activities Students must create their own timeline (calendar) (C) Create a
calendar and simple
timeline.
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: Location and directions Cardinal directions are: ●
North ●
South ●
West ●
East Locate Cardinal Directions North South (A) locate places There are five (5) themes of geography. One using the four of those themes is ​
Location ​
­ which answers cardinal the question ​
Where is a place? directions; and ● Relative location is part of this theme and describes the location of a place or person in relationship to another fixed point. West East 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: 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.
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 the door ​
near​
our classroom and turning right​
. ​
Relative Location​
is introduced in kindergarten using words near, far, up, down, left, right. 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. ➢ Turn ​
east​
(right) and go 10 steps, and so on . . . 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: Students create maps of: ●
A room in their home ●
Classroom ●
School ●
Neighborhood/community ➢ Students use maps ­ their own and printed maps of the school, (A) create and community/neighborhood, city and/or use simple maps state. such as maps of ➢
Interpret maps to determine location of the home, key places. classroom, school, 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 There are five (5) themes of geography. ➢ Location ­ which answers the question Where is a place?​
has two sub­themes: ● 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 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 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
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; ●
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 critical­thinking 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; (17) Social studies skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (C) sequence and categorize information.