Last updated: 7/10/2025

1st Grade Social Studies

September 

Gathering, Interpreting, and Using Evidence 
(1) SS.1.ID.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.
(1) SS.1.ID.1.a Families are a basic unit of all societies and different people define family differently.
(1) SS.1.ID.1.a.1 Students will listen to stories about different families and will identify characteristics that are the same and different.
(1) SS.1.ID.1.b.1 Students will identify traditions that are associated with their families and tell why the tradition is important.
(1) SS.1.ID.1.c Awareness of America’s rich diversity fosters intercultural understanding.
(1) SS.1.ID.2 There are significant individuals, historical events, and symbols that are important to American cultural identity.
  • What are some of the characteristics that are the same and different about families? 
  • How do we know what happened in the past? (using photos, artifacts and stories) 
  • What do you see on this map (or picture, chart)? What does it tell you? 
  • Can you tell how people felt in this picture/story? What makes you think that?

Gathering, Interpreting and Using Evidence 

  • Asking questions 
  • Using and understanding sources 
  • Making Observations 
  • Evidence 
  • Source 
  • Question 
  • Fact 
  • Opinion 
  • Map 
  • Chart 
  • Document 
  • Compare 
  • Past/Present 
  • Ask questions about a topic, person, place or an event. 
  • Making observations by looking closely at pictures, maps or objects to describe what is seen.
  • Identify information in visual sources by using images, maps, charts, and artifacts to gather basic facts. 
  • Distinguish between fact and opinion by understanding the difference between what is true and what someone feels or thinks. 
  • Use evidence to support answers. 
  • Compare and contrast information by identifying similarities and differences between two events. 
  • Retell or Explain Information using their own words. 
  • Organize and sort information into past/present and fact/opinion. 
  • Scholastic News
  • Storyworks 
  • BrainPop JR
  • Visuals - Timelines, Maps, Photographs 
  • Read Alouds:        

The Important Book" by Margaret Wise Brown

          https://www.youtube.com/watch?v=qQHeawcKJJg

"Me on the Map" by Joan Sweeney

https://www.youtube.com/watch?v=h11Bv7cOZqU

"The  Story of Ruby Bridges" by Robert Coles 

 https://www.youtube.com/watch?v=U8D4ldGY41s 

Jack Hartman Family Song (With sign language)

https://www.youtube.com/watch?v=_mVJO68esFo&list=RD_mVJO68esFo&start_radio=1

Jack Hartman Family Song 

https://www.youtube.com/watch?v=foptl0BeXnY&list=RDfoptl0BeXnY&start_radio=1

 

 

 

 
  • Observations
  • Checklists

October/November

 

Chronological Reasoning and Causation
(1) SS.SSP.1.2.1 Retell a real-life family event in sequential order.
(1) SS.SSP.1.2.2 Understand the concept of time measurements, including days, weeks, months, and years.
(1) SS.SSP.1.2.3 Identify causes and effects using examples from his/her family life.
(1) SS.SSP.1.2.4 Identify change over time in his/her family.
(1) SS.SSP.1.2.5 Identify events of the past, present, and future in his/her family life.
(1) SS.SSP.1.2.6 Recognize and identify patterns of continuity in his/her family.
  • Can you retell a special event you experienced with your family by describing what happened first, next, and last? 
  • How do days, weeks, months, and years relate to each other, and why do we use these units to measure time? 
  • Can you explain something that happened in your family and describe what caused it and what happened because of it?
  • How has a special event or tradition in your family changed over time? 
  • What is something your family did in the past, what are you doing now, and what are you planning to do in the future? 
  • What is something your family does the same way every year, and why do you think it has stayed the same?

 

Chronological Reasoning and Causation
  • Sequential
  • Present
  • Future
  • Timeline
  • Cause
  • Effect
  • Result
  • Reason
  • 1. Chronological Reasoning Skills: Understanding time-related vocabulary (e.g., past, present, future; first, next last)
  • Sequencing events in order (from stories or personal experiences)
  • Using timelines or simple visual aids to show event order
  • Distinguishing between past and present in their own lives and others’
  • Retelling events in the correct sequence
  •  Causation Skills: Recognizing cause-and-effect relationships
  • Using language to explain causation (e.g., because, so, if…then)
  • Asking and answering “why” questions about family, school, or historical eventsDescribing the reasons for actions or outcomes in familiar contexts 
  • Connecting events with their outcomes  

 

 
  • Scholastic News Science Spin
  • Storyworks
  • Brain Pop Jr. 
  • Visuals (timeline, photographs, calendars)
  • Read Alouds:

”When I Was Young in the Mountains” by Cynthia Rylant 

https://www.youtube.com/watch?v=eSPS0RqDMhs

"The Relatives Came” by Cynthia Rylant 

https://www.youtube.com/watch?v=AOPfS50xve4

 

”Alexander and the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst

https://www.youtube.com/watch?v=aiwjzZWqnpg 

 

”A Chair for My Mother” by Vera B. Williams

https://www.youtube.com/watch?v=0urqLXWq6jo

Days of the Week Song

https://www.youtube.com/watch?v=8GKmCQOy88Y

Months of the Year Song

https://www.youtube.com/watch?v=Fe9bnYRzFvk&list=RDFe9bnYRzFvk&start_radio=1

 

 
  • Observation 
  • Checklists

December/January

Comparison & Contextualization
(1) SS.SSP.1.3 Comparison and Contextualization
(1) SS.SSP.1.3.1 Identify similarities and differences between neighborhoods.
(1) SS.SSP.1.3.2 Identify similarities and/or differences between him/her and others with detail.
(1) SS.SSP.1.3.3 Describe an event in his/her family.
(1) SS.SSP.1.3.4 Understand the concepts of geography, economics, and history that apply to his/her family.
  • What are the key characteristics of each neighborhood (ex. size, location, population)?
  • What are the similarities between the two given neighborhoods?
  • What are the differences between the two given neighborhoods?
  • What are key characteristics of a person's background (ex. culture, education, family, etc.)
  • What are the similarities between a person's and others'scharacteristics and background?
  • What are the differences between a person's and other's characteristics and background?
  • What was a family event and why was it important for your family?
  • What happened during an event with your family and how did the event affect the family members?
  • How does geography, economics and history help explain where and how your family lives?

Comparison & Contextualization
  • similarities
  • differences
  • comparing
  • neighborhood
  • families
  • events
  • geography
  • economics
  • history
  • Recognize different types of neighborhoods
  • Identify similarities and differences between two types of neighborhoods
  • Identify similarities and differences between people.
  • Describe events between his/her family.
  • Scholastic News
  • StoryWorks
  • BrainPopJr.
  • Read Alouds:
  • "Whose Hands are These?"

       https://www.youtube.com/watch?v=0oygUepvGXw 

  • Clothesline Clues to Jobs People Do"

       https://www.youtube.com/watch?v=3ewS_DDFVyQ

  • "Last Stop on Market Street"

       https://www.youtube.com/watch?v=G-Rau8rrelU

  • "Come Over to My House"

https://www.youtube.com/watch?v=2Ot2erLyhpE

  • Visual Charts, Maps

Different types of Neighborhoods

https://www.youtube.com/watch?v=YRxNQPmj1-8

 

My Neighborhood Song

https://www.youtube.com/watch?v=iHsCGwOBNrs

 
  • Observations
  • Checklists

February-March

Geographic Reasoning
(1) SS.1.GEO.5 The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary.
(1) SS.1.GEO.5.a Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to the next, provide directions, or trace important routes.
(1) SS.1.GEO.5.a.1 Students will use cardinal directions within the classroom to describe the location of objects (e.g., desks, bookcases) and create a map of the classroom using symbols to represent objects.
(1) SS.1.GEO.5.b Maps are used to locate important places in the community, state, and nation such as capitals, monuments, hospitals, museums, schools, and cultural centers.
(1) SS.1.GEO.5.b.1 Students will use a map of the community and provide directions to another student on how to get from the school to another place identified on the map.
(1) SS.1.GEO.5.c Symbols are used to represent physical features and man-made structures on maps and globes.
(1) SS.1.GEO.5.c.1 Students will closely read maps making use of the legends to understand symbols and what they represent.
(1) SS.1.GEO.6 People and communities depend on and modify their physical environment in order to meet basic needs.
(1) SS.1.GEO.6.a People and communities depend on the physical environment for natural resources.
(1) SS.1.GEO.6.a.1 Students will identify natural resources required to meet basic needs.
(1) SS.1.GEO.6.b Roads, dams, bridges, farms, parks, and dwellings are all examples of how people modify the physical environment to meet needs and wants.
(1) SS.1.GEO.6.b.1 Students will identify how the physical environment of their community has been modified to meet needs and wants.
(1) SS.1.GEO.6.c People interact with their physical environment in ways that may have a positive or a negative effect.
(1) SS.1.GEO.6.c.1 Students will identify positive and negative effects that human interaction can have on the physical environment.
  • What is special about where we live?
  • What land features can people make?
  • What are the physical features of your environment?
  • How does the environment affect the activities a person can do?
  • How do the activites people do change their environment?
  • What is a map, and how can it help us?
  • What are (trees, hills, rivers)?
  • What are some thinks people have built (roads, buildings, playgrounds)?
  • Why do people move from one place to another?

 

 

Geographic Reasoning
  • map
  • globe
  • Earth
  • continent
  • place
  • location
  • direction
  • near
  • far
  • land
  • water
  • mountain
  • river
  • lake
  • ocean
  • city
  • town
  • building
  • road
  • bridge
  • Describe features of a place.
  • Understand that maps and globes show places on Earth.
  • Locate simple landmarks on a map. 
  • Recognize symbols and directions. (north, south, east, west)
  • Talk about how places are the same or different.
  • Recognize natural vs. human-made features. 
  • Use positional words:near, far, above, below, next to.
  • Explain where something is located uising basic directions. 
  • Observe and describe changes in an environment
  • Scholastic News
  • Science Spin
  • Storyworks
  • BrainpopJr.

Read Alouds:  

  • "Me on the Map" by Joan Sweeney

https://www.youtube.com/watch?v=h11Bv7cOZqU&t=9s

 

  • "Mapping Penny's World" by Loreen Leedy

https://www.youtube.com/watch?v=wsYdpOANqhw

 

  • "As the Crow Flies: A First Book of Maps" by Gail Hartman

https://www.youtube.com/watch?v=zXXjIZBgBIU

  • "Follow That Map!"Scot Ritchie

https://www.youtube.com/watch?v=PA2Si4REwws

 

  • "There's a Map on My Lap!" by Tish Rabe

https://www.youtube.com/results?search_query=theres+a+map+on+my+lap&sp=mAEB

 

  • "What a Wonderful World" by George David Weiss and Bob Thiele

https://www.youtube.com/watch?v=Y31hqXY0-os

 

Types Of Landforms

https://www.youtube.com/watch?v=wQnCyCAF_BY

Towns and Cities

https://www.youtube.com/watch?v=JAlPmtJm6eA
  • Observation
  • Checklists

April/May

Economics & Economic Systems
(1) SS.1.ECO.10 People make economic choices as producers and consumers of goods and services.
(1) SS.1.ECO.10.a Goods are consumable, tangible products; services are actions performed by a person or group of people with a certain skill.
(1) SS.1.ECO.10.a.1 Students will identify examples of goods and services.
(1) SS.1.ECO.10.b A producer makes goods or provides a service, while a consumer uses or benefits from the goods or services.
(1) SS.1.ECO.10.b.1 Students will identify examples of a producer and a consumer.
(1) SS.1.ECO.10.c People and families work to earn money to purchase goods and services they need or want.
(1) SS.1.ECO.10.c.1 Students will examine how earning money through work is related to the purchase of goods and services.
(1) SS.1.ECO.10.d People make decisions about how to spend and save the money they earn.
(1) SS.1.ECO.10.d.1 Students will examine decisions that people make about spending and saving money.
(1) SS.1.ECO.9 People have many economic wants and needs, but limited resources with which to obtain them.
(1) SS.1.ECO.9.a Scarcity means that people’s wants exceed their limited resources.
(1) SS.1.ECO.9.a.1 Students will provide examples of scarcity by identifying wants that exceed resources.
(1) SS.1.ECO.9.b Families and communities must make choices due to unlimited needs and wants, and scarce resources; these choices involve costs.
(1) SS.1.ECO.9.b.1 Students will examine choices that families make due to scarcity and identify costs associated with these choices.
(1) SS.1.ECO.9.c People use tools, technologies, and other resources to meet their needs and wants.
  • What does scarcity mean?
  • How do families decide what they need the most?
  • When families can't afford everything, what kinds of things do they choose to give up?
  • What are the costs and benefits associated with these choices?
  • What is a consumer?
  • What is a producer?
  • What are goods and services?
  • How do consumers and producers depend of each other?
  • What kinds of goods do producers make?
  • Why do consumers need producers?
  • How does money help connect consumers and producers?
  • How do people earn money?
  • What are some other ways people can receive money?

Economics and Economic Systems
  • Economics
  • Economic Systems
  • Scarcity
  • Costs
  • Benefits
  • Consumer
  • Producer
  • Goods
  • Services
  • Earn
  • Money
  • Costs
  • Identify basic needs and wants
  • Understand that goods are things you can touch (like food or toys)
  • Identify examples of goods and services in the home, school and community
  • Define and identify producers
  • Define and identify consumers
  • Recognize that people can both producers and consumers
  • Describe different types of jobs people do in the community
  • Understand that people work to earn money to buy the things they need and want
  • Recognize that limited resources and scarcity affect choices people have to make
  • Scholastic News
  • StoryWorks
  • BrainPopJr.
  • Visual Charts
  • Read Alouds- Ex. (

"Those Shoes" https://www.youtube.com/watch?v=bGKYmjaYqhY ,

"A Chair For My Mother" https://www.youtube.com/watch?v=DEoEEWEnooI&pp=0gcJCfwAo7VqN5tD,

"What Are Goods & Services?",

"To Market, To Market", https://www.youtube.com/watch?v=RAxl6UJjgXM

"Just Saving My Money" https://www.youtube.com/watch?v=1_8UBHH0ufo
  • Observations 
  • Checklists

June

Civic Participation
(1) SS.SSP.1.1.4 Identify opinions of others.
(1) SS.SSP.1.6.2 Participate in activities that focus on a classroom or school issue or problem.
(1) SS.SSP.1.6.3 Identify different political systems.
(1) SS.SSP.1.6.4 Identify the role of the individual in classroom and school participation.
(1) SS.SSP.1.6.5 Show respect in issues involving differences and conflict; participate in the resolution of differences and conflict.
(1) SS.SSP.1.6.6 Identify situations in which social actions are required.
(1) SS.SSP.1.6.7 Identify the president of the United States and the school principal and their leadership responsibilities.
(1) SS.SSP.1.6.8 Identify rights and responsibilities within the classroom and school.
  •  How can we show respect for others’ ideas, even when we don’t agree with them?
  • How can we work together to solve a problem in our classroom or school?
  • What are some different ways that countries make decisions and choose their leaders?
  • What can you do to help your classroom and school be a better place for everyone?
  • How can we listen and speak respectfully when we disagree, and what can we do to solve problems together?
  • When do people need to speak up or take action to help others or make things better in their community? 
  • Who are the leaders of our country and our school, and what do they do to help us? 
  • What are our rights and responsibilities at school, and how do they help everyone learn and stay safe?

Civic Participation
  • citizen
  • community
  • rules
  • laws
  • respect
  • responsibility
  • fairness
  • leader
  • voting
  • president
  • principal
  • Take turns speaking and listening to others. 
  • Use polite words (please, thank you, excuse me).
  • Cooperate with classmates in group activities.
  • Share materials and take turns. 
  • Solve problems together by listening and being fair. 
  • Understand and follow class and school rules. 
  • Explain why rules and following them keep everyone safe. 
  • Show self-control and responsibility in daily tasks. 
  • Respect different opinions and ideas. 
  • Identify different political systems. 
  • Identify the president of the United States and their leadership responsibilities.
  • Identify the school principal and their leadership responsibilities. 
  • Scholastic News
  • Science Spin
  • BrainpopJr.
  • Read Alouds:

"What if Everyone Did that?" Ellen Javernick 

 https://www.youtube.com/watch?v=811dQ_OisK0

"Do Unto Otters: A Book About Manners” by Laurie Keller 

https://www.youtube.com/watch?v=B1whbdkVhH4

”Grace for President” by Kelly DiPucchio

https://www.youtube.com/watch?v=tPaJ0MLEcos

“I Am a Good Citizen” by Mary Smalls

 https://www.youtube.com/watch?v=x3_REZhqR9g

 

 
  • Observation
  • Checklists
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