Standards - Social Studies

2010 - Social Studies Course of Study Document
Social Studies (2010) Grade(s): 1

SS10.1.1

Construct daily schedules, calendars, and timelines.

Unpacked Content

Knowledge

Students know:
  • The purpose of a schedule and how to construct a daily schedule (present).
  • The purpose of a calendar and how to construct a calendar (future).
  • The purpose of a timeline and how to construct a timeline (past).
  • Vocabulary: long ago, yesterday, today, tomorrow, past, present, future

Skills

Students are able to:
  • Sequence daily classroom activities.
  • Create a calendar.
  • Create a timeline.

Understanding

Students understand that:
  • Constructing schedules, calendars, and timelines helps document past, present, and/or future events.

Vocabulary

  • construct
  • apply
  • uses
  • schedule
  • agenda
  • calendar
  • month
  • years
  • days of the week
  • timeline (picture/year)
  • elapsed time
  • past
  • long ago
  • present
  • yesterday
  • today
  • future
  • tomorrow

Aligned Learning Resources

Does Time Really Stand in Line? Learning About a Timeline.
Using a Calendar StudyJam
Past, Present, and Future/Activity Starter
Social Studies (2010) Grade(s): 1

SS10.1.2

Identify rights and responsibilities of citizens within the local community and state.

Unpacked Content

Knowledge

Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions

Skills

Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.

Understanding

Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).

Vocabulary

  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions

Aligned Learning Resources

We the People: Introduction to Civics and Government: Part One
We the People: Introduction to Civics and Government: Part Two
We the People: Introduction to Civics and Government: Part Three
Laws, Rights, and Responsibilities
Lesson: A Simulated Election
Protest Signs
Reading "Freedom on the Menu"
Social Studies (2010) Grade(s): 1

SS10.1.2.2

Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state

Social Studies (2010) Grade(s): 1

SS10.1.3

Recognize leaders and their roles in the local community and state. (Alabama)

Unpacked Content

Knowledge

Students know:
  • The roles of leaders in the community and state including the governor and mayor.
  • The purpose of state map and that Alabama's capital is Montgomery.
  • Vocabulary: community helpers, mayor, city council, governor, capital, state, map

Skills

Students are able to:
  • Describe the roles of public officials in the state of Alabama and leaders in the local community.
  • Use a map to find location of Alabama and its capital Montgomery.
  • Describe and list examples of community helpers.
  • Recognize the role of a leader. Identify the capital on a state map.

Understanding

Students understand that:
  • Leaders in the local community and state, including mayor and governor, have certain roles.
  • The capital of Alabama is Montgomery.

Vocabulary

  • recognize
  • describe
  • understand
  • identify
  • community helpers
  • mayor
  • city council
  • governor
  • capital
  • state
  • map

Aligned Learning Resources

We the People: Introduction to Civics and Government: Part One
We the People: Introduction to Civics and Government: Part Two
We the People: Introduction to Civics and Government: Part Three
The President
Social Studies (2010) Grade(s): 1

SS10.1.4

Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes’ and Emma Sansom’s roles during the Civil War (Alabama)

Unpacked Content

Knowledge

Students know:
  • The important contributions citizens make in their local community and state.
  • Vocabulary: leaders, significant figures, contributions, contributor, state, past, present, roles

Skills

Students are able to:
  • Read and comprehend the role of a contributor.
  • Understand how contributions affect the local community and state.

Understanding

Students understand that:
  • There were important contributions by significant figures, such as Admiral Raphael Semmes and Emma Sansom, who influence the local community and Alabama from the past and in the present.

Vocabulary

  • understand
  • identify
  • distinguish
  • leaders
  • significant figures
  • contributions
  • contributor
  • state
  • past
  • present
  • roles

Aligned Learning Resources

Listening Comprehension Read Aloud-Who Was Ruby Bridges?
All-American Diva, Ruby Bridges
Where Did "The Eagle Has Landed" Come From?/Your Space Place
Puppy Walker
Social Studies (2010) Grade(s): 1

SS10.1.5

Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

Examples: Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month (Alabama)

Unpacked Content

Knowledge

Students know:
  • The importance of celebrations and events in the local. community and throughout Alabama.
  • The purpose of primary and secondary sources.
  • Techniques to differentiate between fact and fiction.
  • Vocabulary: fact, fiction, celebrations, historical events, primary sources, secondary sources

Skills

Students are able to:
  • Identify, discuss, and list celebrations and historical events in the local community and throughout Alabama.
  • Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.

Understanding

Students understand that:
  • There are celebrations and historical events in the local community and throughout Alabama such as the Selma Bridge Crossing, Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, and Black History Month.
  • Primary and secondary sources are an important way to differentiate between fact and fiction.

Vocabulary

  • differentiate
  • identify
  • fact
  • fiction
  • celebrations
  • historical events
  • primary sources
  • secondary sources
Social Studies (2010) Grade(s): 1

SS10.1.5.1

Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources

Example: fictional version of Pocahontas compared to an authentic historical account

Social Studies (2010) Grade(s): 1

SS10.1.6

Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

Unpacked Content

Knowledge

Students know:
  • Changes occur from past to present and can compare these changes.
  • Communication, apparel, technology, recreation, and primary sources show forms of change over time.
  • Individuals and groups in the local community and throughout Alabama provide information about changes in everyday life.
  • Vocabulary: past, present, communication, apparel, technology, recreation

Skills

Students are able to:
  • Compare past and present forms of communication, apparel, technology, and recreation using primary sources in the local community and throughout Alabama.
  • Analyze pictures from the past to the present.
  • Write and speak about individuals and groups that lived in the past compared to those of the present.

Understanding

Students understand that:
  • People in Alabama and the local community lived differently from past to present in areas such as communication, apparel, technology, recreation, and primary sources.

Vocabulary

  • compare
  • identify
  • analyze
  • past
  • present
  • communication
  • apparel
  • technology
  • recreation
  • primary sources

Aligned Learning Resources

John Bull Riding the Rails
The Role of Technology
Communication Technology: From Smoke Signals to Smartphones
Social Studies (2010) Grade(s): 1

SS10.1.6.1

Identifying past and present forms of communication

Examples: past–letter, radio, rotary-dial telephone

present–e-mail, television, cellular telephone

Social Studies (2010) Grade(s): 1

SS10.1.6.3

Identifying past and present types of technology

Examples: past–record player, typewriter, wood-burning stove

present–compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

Social Studies (2010) Grade(s): 1

SS10.1.6.4

Identifying past and present types of recreation

Examples: past–marbles, hopscotch, jump rope

present–video games, computer games

Social Studies (2010) Grade(s): 1

SS10.1.6.5

Identifying past and present primary sources

Examples: past–letters, newspapers

present–e-mail, Internet articles

Social Studies (2010) Grade(s): 1

SS10.1.7

Describe how occupational and recreational opportunities in the local community and state are affected by the physical environment. (Alabama)

Examples: occupational–commercial fishing and tourism in Gulf coast areas (Alabama)

recreational–camping and hiking in mountain areas, fishing and waterskiing in lake areas

Unpacked Content

Knowledge

Students know:
  • The difference in jobs and play activities.
  • The physical environment in relation to mountains, waterways, and coast and the role it plays in occupational and recreational opportunities.
  • Vocabulary: occupational, recreational, physical environment, mountain range, commercial fishing, tourism, coastal area

Skills

Students are able to:
  • Compile a list of occupational and recreational opportunities in the state of Alabama.
  • Identify physical environment features in the state of Alabama.

Understanding

Students understand that:
  • The physical environment directly affects the occupational and recreational activities in the local community and throughout Alabama.

Vocabulary

  • identify
  • understand
  • describe
  • occupational
  • recreational
  • physical environment
  • mountain range
  • commercial fishing
  • tourism
  • coastal area

Aligned Learning Resources

Alabama's Beaches Are Calling You
Social Studies (2010) Grade(s): 1

SS10.1.8

Identify land masses, bodies of water, and other physical features on maps and globes.

Unpacked Content

Knowledge

Students know:
  • The differences in land masses, bodies of water, and other physical features on maps and globes.
  • The use of cardinal directions and the compass rose.
  • Techniques for using nonstandard measurement.
  • Vocabulary: land masses, bodies of water, physical features, cardinal directions, compass rose, nonstandard measurement, distance, geographical features

Skills

Student are able to:
  • Identify land masses, bodies of water, and other physical features on maps and globes.
  • State the purpose and use of cardinal directions and compass rose.
  • Identify nonstandard measurement.
  • Use nonstandard measurement for locating distances.
  • Use vocabulary that relates to geographical features (for example, river, lake, ocean, and mountain).

Understanding

Students understand that:
  • Land masses, bodies of water, and physical features can be identified on maps and globes.
  • Cardinal directions and the compass rose help us read maps.
  • Nonstandard measurements can be used to find distance.
  • There is an appropriate vocabulary to describe geographical features.

Vocabulary

  • identify
  • create
  • use
  • land masses
  • bodies of water
  • physical features
  • cardinal directions
  • compass rose
  • nonstandard measurement
  • distance
  • geographical features

Aligned Learning Resources

Which Direction Should I Go?
Neighborhood Navigator
The Water Nearby
Glider Guide
Cardinal Directions/Activity Starter
Social Studies (2010) Grade(s): 1

SS10.1.9

Differentiate between natural resources and human-made products.

Unpacked Content

Knowledge

Students know:
  • The difference between natural resources and human-made products.
  • Techniques for protecting natural resources (for example, turning off lights when leaving a room, throwing trash away, recycling paper and plastic, etc.).
  • Techniques for promoting protection of resources by participating in Earth Day and Arbor Day.
  • Vocabulary: natural resources, human-made products, conserving, recycling, reduces, reuse, energy, Earth Day, Arbor Day

Skills

Students are able to:
  • Understand what natural resources and human-made resources are.
  • Describe ways to protect and conserve natural resources.

Understanding

Students understand that:
  • There is a difference between natural resources and human-made products.
  • We must protect and conserve natural resources.

Vocabulary

  • understand
  • identify
  • differentiate
  • natural resources
  • human-made
  • products
  • conserving
  • recycling
  • energy
  • Earth Day
  • Arbor Day

Aligned Learning Resources

Three Types of Resources: Natural, Human, and Capital
A Day to Celebrate Earth
Social Studies (2010) Grade(s): 1

SS10.1.9.1

Listing ways to protect our natural resources

Examples: conserving forests by recycling newspapers, conserving energy by turning off lights, promoting protection of resources by participating in activities such as Earth Day and Arbor Day

Social Studies (2010) Grade(s): 1

SS10.1.10

Describe the role of money in everyday life.

Unpacked Content

Knowledge

Students know:
  • How money plays a role in everyday life.
  • The difference between goods and services (for example, goods- food, toys, clothing; services - medical care, fire protection, law enforcement, library resources).
  • How money is the primary way to make purchases.
  • How money is earned through working (for example, job, chores, etc.).
  • The difference between purchases of needs and wants within their family.
  • How people save and borrow money.
  • How to differentiate between a buyer and seller.
  • Vocabulary: money, needs, wants, saving, borrowing, buyers, sellers, specialized jobs, goods, services, barter, trade, spend, save

Skills

Students are able to:
  • Recognize the primary role of money in everyday life.
  • Identify and describe needs and wants.
  • Describe saving and borrowing.
  • Describe buyers and sellers.
  • Describe the role specialized jobs play in the production of goods and services.
  • Identify and use appropriate vocabulary associated with the function of money (for example, barter, trade, spend, save).

Understanding

Students understand that:
  • Money plays a role in everyday life.
  • Families make purchases of needs and wants. Students understand the concept of saving and borrowing.
  • There is a difference between buyers and sellers.
  • We can classify the specialized jobs of workers with regard to production of goods and services.
  • There is an appropriate vocabulary to use to describe the function of money.

Vocabulary

  • money
  • needs
  • wants
  • saving
  • borrowing
  • buyers
  • sellers
  • specialized jobs
  • goods
  • services
  • barter
  • trade
  • spend
  • save

Aligned Learning Resources

Do I Want It Or Need It?
Designing Money
Sally's Big Save
Flea the Frog (Saving and Credit Cards) | $martPath
Good Boy! (Goods vs. Services) | $martPath
Episode 205 - Blossom and Snappy Go to the Bank, Part I/Count on It!
Social Studies (2010) Grade(s): 1

SS10.1.11

Identify traditions and contributions of various cultures in the local community and state. (Alabama)

Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo

Unpacked Content

Knowledge

Students know:
  • Techniques for identifying traditions and contributions of various cultures in the community and Alabama.
  • How to compare cultural similarities and differences (for example, celebrations, food, traditions).
  • Vocabulary: traditions, contributions, cultures, Kwanzaa, Hanukkah, Christmas, Fourth of July, Cinco de Mayo, cultural foods

Skills

Students are able to:
  • Describe traditions of various cultures.
  • Describe contributions of various cultures.

Understanding

Students understand that:
  • There are traditions of various cultures in the local community and Alabama.
  • Various cultures have made important contributions to the local community and Alabama.

Vocabulary

  • identify
  • traditions
  • contributions
  • cultures
  • Kwanzaa
  • Hanukkah
  • Christmas
  • Fourth of July
  • Cinco de Mayo
  • cultural foods

Aligned Learning Resources

What Is Kwanzaa?
Make Your Own Carnival Mask
Make Your Own Fish Kite
Bet You Didn't Know: Christmas/History
What Is Kwanzaa and How Is It Celebrated?
Cinco De Mayo: A Celebration of Mexican Heritage/History
Cinco De Mayo - Time to Celebrate
Social Studies (2010) Grade(s): 1

SS10.1.12

Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.

Unpacked Content

Knowledge

Students know:
  • Technique for identifying common traits of people.
  • How to compare similarities in people.
  • Vocabulary: common, unique, characteristics, societal groups, age, religious beliefs, ethnicity, persons with disability, gender, interests, equality

Skills

Students are able to:
  • Define societal groups.
  • Identify societal groups in the community.
  • Compare common and unique characteristics.

Understanding

Students understand that:
  • The community is made up of many societal groups.
  • We can compare the common and unique characteristics of these societal groups.

Vocabulary

  • unique
  • characteristics
  • societal groups
  • religious beliefs
  • ethnicity
  • disability
  • gender
  • interests
  • equality

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