Grade 1 Social Studies OLS Standards

Economics

Government

Geography

History

Production and Consumption

Scarcity

Economics

Rules and Laws

Civic Participation and Skills

Government

Human Systems

Spatial Thinking and Skills

Geography

Heritage

Historical Thinking and Skills

History

Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want.

People produce and consume goods and services in the community.

People trade to obtain goods and services they want.

Currency is used as a means of economic exchange.

Maps can be used to locate and identify places.

Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).

Families interact with the physical environment differently in different times and places.

Diverse cultural practices address basic human needs in various ways and may change over time.

Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.

Individuals have responsibility to take action toward the achievement of common goals in homes, schools and communities and are accountable for those actions.

Collaboration requires group members to respect the rights and opinions of others.

Time can be divided into categories (e.g., months of the year, past, present and future).

Photographs, letters, artifacts and books can be used to learn about the past.

The ways basic human needs are met have changed over time.

Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want.

Describe choices that have to be made about wants based on available resources.

Compare a list of wants to total resources.

Brainstorm ways to get what we want.

Communicate wants.

Identify a want.

Engage with money.

Engage with something wanted.

People produce and consume goods and services in the community.

Participate in production of a good or service (e.g., class jobs, assembly line product, etc.).

Provide a service to someone in the class, home, or community.

Brainstorm a list services that kids can provide.

Define services as the act of helping or doing work for someone.

Identify examples of producers within the community.

Define market.

Define produce as to make, create, assemble, or construct.

Identify examples of consumers with goods that they consume.

Define consume as eat, drink, or use goods.

Define goods as products/objects people want.

Engage in behaviors of a consumer (e.g., eat lunch, use a tissue, wash hands, etc.).

Engage with people who are producers or consumers.

Engage with goods.

People trade to obtain goods and services they want.

Answer the question: Can people produce all of the goods and services that they might want?

Exchange a good for a service

Exchange a good for a good.

Engage in a trade.

Request a trade.

Model trading.

Define trade as exchange one thing for another.

Identify wants.

Engage with people.

Financial Literacy

Make a real or pretend transaction.

Practice using currency in trade for a good or service.

Match the cost of a good or service with currency.

Identify the cost of a specific good or service.

Identify how people get money.

Match the term currency as another name for money.

Identify coins and bills as money.

Engage with money.

Maps can be used to locate and identify places.

Locate important landmarks on map.

Identify important landmarks of the given location.

Locate these important symbols/parts on the map.

Identify the important symbols/parts of the map (e.g. compass rose, directions, distance marker, landmarks).

Engage with objects, tactile graphics, or visual representations of a given location.

Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).

Define physical characteristics of a map as landforms and bodies of water.

Locate bodies of water/landforms on the map.

Define human characteristics as something made/built by a human.

Identify structures built/made by humans.

Identify that no two places are the same.

Identify differences of two places within the school.

Identify similarities of two places within the school.

Engage in different environments around the school.

Families interact with the physical environment differently in different times and places.

Match resources from the physical environment to provided recreation (e.g., snow-sledding, skiing; wilderness - hiking, fishing, camping, etc.,)

List resources from the physical environment that support transportation.

Identify that the physical environment can also provide transportation and recreation.

Compare access to food, clothing, and shelter from present day to the past.

Identify resources as coming from the physical environment.

Match pieces of clothing to their place of purchase or origin.

Match different foods to their place of purchase or growth.

Identify food, clothing, and shelter as needs of families.

Engage in daily routines that include resources coming from the physical environment (e.g., eating, dressing, etc.,)

Engage with family members.

Engage with the physical environment.

Diverse cultural practices address basic human needs in various ways and may change over time.

Discuss how diverse cultural practices have changed to meet basic human needs.

Link cultural practices to a way of life in a group or community.

Demonstrate respectful interest in diverse cultural practices.

Describe one or more family traditions.

Associate cultural practices with family traditions.

Identify one’s own cultural practices.

Identify diverse cultural practices categories, including: foods, language, clothing, buildings, the arts and traditions/ beliefs. Culture is defined: the learned behavior of a group of people, which includes their belief systems, languages, social relationships, institutions and organizations, and their material goods, such as food, clothing, buildings, tools, and machines.

Identify clothing worn during a special family event vs. everyday.

Identify foods eaten during holiday vs. everyday meals.

Engage with books, photographs, and artifacts that represent diverse cultural practices.

Engage in one or more cultural practice.

Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.

Associate fairness with justice for all.

Define consequences.

Describe why there are rules.

Identify the rules in a given environment.

Identify one class rule.

Answer the question: What is a rule?

Match cause and effect related to rules (e.g., if you aren’t nice to others, then they won’t want to be around you).

Engage in behaviors that follow the rules.

Individuals have responsibility to take action toward the achievement of common goals in homes, schools, and communities and are accountable for those actions.

Demonstrate responsibility by following rules and laws (classroom, home, or community).

Identify the consequences of a given choice (could be good or bad).

Match consequences to breaking rules.

Identify rules in given setting or situation.

Make choices.

Identify choices.

Identify a situation where a choice can be made (e.g., seeing something you want, but it is not yours, etc.).

Engage to make a choice.

Collaboration requires group members to respect the rights and opinions of others.

Show respect for the opinions of others (e.g., listen to others without judging).

Work together on an activity with others (collaborate).

Select a partner.

Join a given partner.

Participate as part of a group.

Engage with a peer partner

Time can be divided into categories (e.g., months of the year, past, present, and future).

Identify those tasks that will happen (future).

Identify those tasks that have already happened (past).

Identify those tasks that are happening now (present).

Organize events in order of when they happened.

Recall events/tasks happening at home.

Recall events/tasks happening during the school day.

Identify the number of days in the year.

Identify the number of days in each month.

Organize the months of the year in chronological order.

Identify the months of the year.

Recall the 7 days of the week in order.

Identify the days of the week by name.

Identify the number of hours in a day.

Identify the number of minutes in an hour.

Observe a minute pass using a timer.

Engage with tools used to measure time.

Engage with tools used to measure time.

Use a book to share experience and lesson learned with others.

Identify a lesson learned from this experience.

Use a book to convey a previous experience.

Use artifact to share about experience and lesson learned with others.

Identify a lesson learned from this experience.

Identify an artifact that represents a previous experience.

Use picture to share about personal experience and lesson learned with others.

Identify a lesson learned from this experience.

Use the pictures to convey a previous personal experience.

Engage with images that show a personal experience.

Engage with objects that show a personal experience.

Engage with others as a personal story/experience with images or objects is shared.

The ways basic human needs are met have changed over time.

Compare how these needs are met among students.

Identify how each student’s basic needs are met.

Define basic human needs as things that we cannot live without.

Identify things/items that humans can live without.

Identify things/items that humans cannot live without (food, shelter, etc.).

Participate in activities that fulfill basic everyday human needs (eating, dressing, seeking shelter, toileting, etc.).