Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

ACKNOWLEDGEMENTS

The Social Studies Office acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people:

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

COURSE DESCRIPTION: The course of study for first grade includes an introduction to the lives of American leaders and their contributions to the United States. Students should recognize basic map symbols and construct a simple map of a familiar area. The students should study the economic concepts of goods and services, buyers and sellers, and making economic choices. Students should learn to apply the traits of a good citizen and recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

THEME: The organizing theme for grade one is ENVIRONMENT.

KEY CONCEPTS: Students will learn that ENVIRONMENT  describes times (periods), place and events.  defines human and physical actions related to locations and climate.  explains change in self, families, schools, and communities.  determines how people make choices, save money, become buyers and sellers, and use resources.  explains actions related to citizenship, traditions, and governments.

UNITS and UNIT SECTIONS:

I. Civics: This unit addresses general ideas of civics. ● citizenship ● patriotic symbols ● rules ● diversity ● famous people ● holidays

II. Geography: This unit addresses basic geographic and map skills. ● map terms ● symbols ● cardinal directions ● locate ● legend ● climate ● physical surroundings

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

III. History: This unit addresses important events in Virginia and the famous Virginians who influenced. ● government ● history ● civil rights

IV. Economics: This unit addresses the general economic concepts. ● goods/services ● producer/consumer ● making choices ● money and savings

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 UNIT I: Civics

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) using and creating graphs, diagrams, and pictures to determine characteristics of people, places or events to support understanding of Virginia history; d) asking appropriate questions to solve a problem; e) comparing and contrasting people, places, or events in Virginia history; f) recognizing direct cause and effect relationships; g) making connections between past and present; h) using a decision-making model to make informed decisions; i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; j) developing fluency in content vocabulary and comprehension of oral, written and visual sources.

SOL 1.3 The student will describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth, with emphasis on a) Powhatan b) Pocahontas c) Christopher Newport d) Maggie L. Walker e) Arthur R. Ashe, Jr.

SOL 1.4 The student will describe the lives of people associated with major holidays including a) George Washington’s Birthday (Presidents’ Day); b) Independence Day (Fourth of July); and c) Martin Luther King Jr. Day

SOL 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others; and f) participating in classroom decision making. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

SOL 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by demonstrating respect for the American flag by learning about the pledge of allegiance

SOL 1.12 The student will recognize the symbols and traditional practices that honor the Commonwealth of Virginia by a) identifying the Virginia flag, state capitol building, state bird, and state flower; and b) describing why people have symbols and traditions.

SOL 1.13 The student will understand that the people of Virginia a) have state and local government officials who are elected by voters; b) make contributions to their communities; and c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. ENDURING UNDERSTANDING: Students will understand that people in our country can choose to practice their traditions and beliefs.

CONCEPTIONAL UNIT QUESTION (Essential Question): What does it mean to be a member of the United States of America?

PREVIEW ACTIVITY: Play “Just Like Me” to introduce the many groups to which students belong. Teacher models by standing up and saying “I am a member of _____” or “I am a citizen of” and any children also belonging to this group stand up, point to themselves and say “just like me”. Teacher lists all organizations or groups on the board or chart paper. Guide students to think locally such as athletic groups, classrooms, and also globally such as Virginia and the United States. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT TIMEFRAME DATES I. Civics 10 Weeks September - Mid-November II. Geography 10 Weeks Mid-November - January III. History 9 Weeks February - Mid- April IV. Economics 9 Weeks Mid-April - June

LITERATURE AND OTHER RESOURCES: LITERATURE Officer Buckle and Gloria by Peggy Rathman - a story of safety rules

A Picture Book of . . . by David A. Adle - series that highlights the lives of famous Americans including George Washington, Abraham Lincoln, Martin Luther King, and many others.

I am America by Charles R. Smith - rhyming book containing photographs of many diverse children around the US O is for Old Dominion: A Virginia Alphabet by Pamela Duncan Edwards - focuses on the many memorials throughout Virginia such as Arlington Cemetery, and meet famous Virginians like George Washington. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

Good Night Virginia (board book) by Adam Gamble - pictures show memorable parts of Virginia such as Jamestown, colonial Williamsburg, and more.

DVDS What Are Goods and Services? By Carolyn Andrews- Arlington Public Library General George Washington by Living History Productions and Rich Entertainment Understanding and Making Maps: an Introduction, available on ww.discoveryeducation.com Understanding and Using Maps and Globes; available on www.discoveryeducation.com

APPS Explain Everything iTunesU Drawing Pad Google Earth Brainpop and Brainpopjr Pebblego also available online at www.pebblego.com

WEBSITES The list of web sites listed below is current as of 8/15. www.discoveryeducation.com www.brainpopjr.com www.kids.nationalgeographic.com www.pics4learning.com www.colonialwilliamsburg.org www.nps.com www.padlet.com www.docsteach.org www.ustreas.gov/kids www.culturegrams.com SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Powhatan Pocahontas Christopher Newport Maggie L. Walker Arthur Ashe America Citizens President’s Day Independence Day Martin Luther King Jr. Day contribution Community responsibility respect

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdZ2NNLW1IMnJyWXM&usp=sharing

SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit is studied. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) using artifacts and primary and secondary sources to develop an understanding of Virginia history; Essential Understandings Experiences may include but are not limited to the following:

Using artifacts and primary and  View a picture of an early settlement and ask questions about why the people created the type of secondary sources includes shelter depicted. making observations and  Use an image and a description of a historic home in Virginia to ask questions and make observations connections, asking questions, about how daily life when the home was built is different from daily life today. and reflecting.  View a map of 1607 Virginia and a map of Virginia today and ask questions about how the maps compare. An artifact is an object or tool that  View an image of a job from Virginia’s past and compare it to a job in Virginia today. reveals something about the past.

A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history; Essential Understandings Experiences may include but are not limited to the following:

Maps help develop an awareness Viewing maps of Virginia of where places are located in  Make simple observations about what the symbols on a map represent. Virginia.  Identify landforms, such as mountains, on a map.  Identify the Atlantic Ocean on a map. Maps use directionality and  Identify water features on a map. symbols to identify or indicate a  Illustrate why people settled near the rivers in Virginia. location.  Use cardinal directions to describe how people traveled from one place to another.

Geographic information obtained Constructing maps from maps supports an  Create a simple drawing of the classroom, school, or community. understanding of Virginia history.  Create and/or label a simple map of Virginia to show

o where selected Virginians lived Using simple maps develops an o the locations of Washington, D.C., and Richmond. awareness of how places in Virginia have changed from the past to the present.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) using and creating graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of Virginia history; Essential Understandings Experiences may include but are not limited to the following:

Graphs, diagrams, and pictures  Use a Venn diagram to organize information about goods and services in Virginia. help students develop an  Create symbols to represent the contributions of selected individuals in the history of Virginia and understanding of people, places, organize the symbols in a chart. and events in Virginia history.  Use a simple bar graph of seasonal temperatures to determine how the time of year affects the ways that people in Virginia meet their basic wants.  Create a chart of Virginia symbols that includes the Virginia flag, the state capitol building, the state bird, and the state flower. Conduct a survey to determine which symbol students find most meaningful. Graph the results of the survey.  Create a graphic organizer of jobs in Virginia from the past and the present.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) asking appropriate questions to solve a problem; Essential Understandings Experiences may include but are not limited to the following:

Asking a variety of questions  Ask a variety of questions before and after reading about an influential person or event in the history of extends learning and deepens Virginia. understanding.  Create interview questions to ask the early settlers of Virginia.  Use images of different locations in Virginia to generate questions. Asking questions involves making  Ask questions about goods and services to determine what to choose and what to give up. observations about the world and framing them as inquiries to solve a problem. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting people, places, or events in Virginia history; Essential Understandings Experiences may include but are not limited to the following:

Comparing and contrasting  Create a class Venn diagram to compare the lives of famous Virginians. examines similarities and  View maps and images of different locations in Virginia to compare which recreational activities are differences among people, popular across the state. places, or events.  Create a Venn diagram to compare how different holidays are celebrated.  Create a class chart of how selected jobs have changed over time. Communities in Virginia have different physical and cultural characteristics. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) recognizing direct cause-and-effect relationships; Essential Understandings Experiences may include but are not limited to the following:

A cause-and-effect relationship is  Use information about the location, climate, and physical surroundings of Virginia to discuss how each a relationship in which one event of these affects the way people meet basic wants, such as the foods they eat, the clothing they wear, (the cause) makes another event and the kinds of houses they build. (the effect) happen.  Describe how the relationship between Pocahontas and the Jamestown settlers affected the success of the Jamestown settlement. Identifying cause-and-effect  Discuss how the traits of a good citizen affect classroom activities. relationships helps us understand specific events in Virginia history.

Cause-and-effect relationships can be observed in school, in the community, and in state history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) making connections between past and present; Essential Understandings Experiences may include but are not limited to the following:

Everyday life in Virginia today is  Use stories and images about Jamestown to determine how life in the past was different from life different from everyday life long today. ago.  Discuss how jobs in Virginia have changed over time.  Use simple maps from the past and from the present to show how the boundaries of Virginia have People, events, and changed over time. developments have brought  Use maps from the past and from the present to show how maps have changed over time. changes to Virginia.  Compare John Smith’s map of Virginia to a map from the present.  Make connections between transportation methods used in early Virginia and those used in the present.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1h The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to make informed decisions; Essential Understandings Experiences may include but are not limited to the following:

Choices involve getting more of Use a decision-making model to discuss the costs and benefits of the following: one thing by giving up something  After reading a story from children’s literature, talk about the benefits and costs of a decision made by else. characters in the story.  After reading a story about moving to colonial Jamestown, make a list of items the class would decide All decisions involve costs and to take to a new settlement. benefits.  After discussing the traits of a good citizen, decide the costs and benefits of choosing to volunteer at school or in the community. A cost is what you give up when you decide to do something. Sample Decision-Making Model

A benefit is what satisfies a want. Decision to be made:

Students make better choices Benefits Costs when they consider the costs and benefits of their decisions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; Essential Understandings Experiences may include but are not limited to the following:

Good citizens  Create a classroom chart of good citizenship rules to follow during classroom activities.  collaborate to achieve shared  Participate in a classroom vote to determine a reasonable consequence for breaking a classroom rule. goals  Complete a simulation in which students exchange goods and services, with some students acting as  compromise to reach an producers and others as consumers. agreement  Identify the importance of classroom chores and determine a fair way to distribute responsibilities.  participate in classroom  Work in groups to choose among several fruits for a snack, demonstrating how people must choose activities to demonstrate something and give up something else when they cannot have everything they want. respect for rules.

People throughout Virginia’s history have collaborated and compromised to achieve common goals and to be successful as good citizens.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) developing fluency in content vocabulary and comprehension of oral, written, and visual sources. Essential Understandings Experiences may include but are not limited to the following:

Developing fluency in social  Label images of patriotic symbols such as the Virginia flag, the state capitol building, the state bird, and studies vocabulary improves the state flower to show patriotism and respect for the state. comprehension of oral, written,  Discuss the meaning of the Pledge of Allegiance. Create a short video of classmates or others reciting and visual sources of information the Pledge to demonstrate respect for the American flag and the United States. about Virginia history.  Read a variety of fiction and nonfiction picture books about American holidays.  Describe what or who is honored and remembered on each American holiday. Comprehending content  Place pictures of the influential Virginians studied on a map at the locations where they lived. vocabulary involves using and interacting with a variety of sources.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.3a, b, c, d, e The student will describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth, with emphasis on a) Powhatan; b) Pocahontas; c) Christopher Newport; d) Maggie L. Walker; and e) Arthur R. Ashe, Jr.

Essential Understandings Essential Knowledge

Influential people in Virginia Term to know history made important  contribution: The act of giving or doing something contributions. People to know  Powhatan: He was an American Indian leader when the settlers came to Jamestown. He ruled over many tribes.  Pocahontas: She was an American Indian girl, daughter of Powhatan, who came with her father’s people to visit the settlers at Jamestown. She worked to help the settlers receive food from the American Indians.  Christopher Newport: He was an English explorer who brought additional people and supplies to the Jamestown settlement.  Maggie L. Walker: She was the first African American woman in the United States to establish a bank and become a bank president.  Arthur R. Ashe, Jr.: He was the first African American winner of a major men’s tennis singles championship. He was a leader for civil rights and worked for equality for all people.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.4a, b, c The student will describe the lives of people associated with major holidays, including a) George Washington Day (Presidents’ Day); b) Independence Day (Fourth of July); and c) Martin Luther King, Jr., Day.

Essential Understandings Essential Knowledge

Major holidays are celebrated to Term to know remember important leaders and  holiday: A day on which something or someone is honored or remembered events of the past. Holidays to know Citizens have worked to defend  George Washington Day (Presidents’ Day): This is a day to remember all United States presidents, American principles. especially George Washington. It is observed in February.  Independence Day (Fourth of July): This is a day to remember when America became a new country. It is sometimes called America’s birthday. It is observed in July.  Martin Luther King, Jr., Day: This is a day to remember an African American leader who worked so that all people would be treated fairly. It is observed in January.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.10a, b, c, d, e, f The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others; and f) participating in classroom decision making through voting.

Essential Understandings Essential Knowledge

Good citizens show a variety of Students can demonstrate good citizenship by positive traits.  playing fairly  exhibiting good sportsmanship Good citizens show respect to  helping others others even when they disagree.  treating others with respect  recognizing the purpose of rules Rules are made so that everyone  practicing self-control is treated fairly.  working hard in school

 taking responsibility for their own actions Good citizens help make  valuing honesty and truthfulness in themselves and others decisions in their classrooms by voting when the chance is  participating in classroom decision making. provided. Reasons for rules  To protect the rights of people  To provide suggestions for good behavior  To keep people safe

Reasons for voting  To voice your opinion  To take part in the process Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by demonstrating respect for the American flag by learning about the Pledge of Allegiance.

Essential Understandings Essential Knowledge

Patriotic symbols and traditions Terms to know honor the people and the history  American flag: A patriotic symbol of the United States of the United States.  Pledge of Allegiance: A patriotic tradition that honors the people and the history of the United States

The Pledge of Allegiance is said Citizens say the Pledge of Allegiance to demonstrate respect for the American flag and the United States. in recognition of the heritage of the United States.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.12a, b The student will recognize the symbols and traditional practices that honor the Commonwealth of Virginia by a) identifying the Virginia flag, state capitol building, state bird, and state flower; and b) describing why people have symbols and traditions.

Essential Understandings Essential Knowledge

Patriotic symbols and traditions Terms to know honor the people and the history  symbol: A picture or thing that stands for something else of Virginia.  tradition: A custom or belief that is practiced or observed over a long period of time  patriotic: Showing respect for and love of country and state

Patriotic symbols of the Commonwealth of Virginia  Virginia flag  State capitol building located in Richmond  Cardinal (the state bird)  Dogwood (the state flower)

People use patriotic symbols and traditions to honor the people and the history of Virginia.

A tradition is a way of doing things that can be passed down from adults to children.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.13a, b, c The student will understand that the people of Virginia a) have state and local government officials who are elected by voters; b) make contributions to their communities; and c) include people who have diverse ethnic origins, customs, and traditions and are united as Americans by common principles.

Essential Understandings Essential Knowledge

Communities in Virginia have Voters in Virginia elect officials to make decisions for them in the state and local governments. state and local government officials who are elected by People contribute to their communities by practicing the responsibilities of good citizenship and voters. volunteering to make communities better.

The people of Virginia contribute Many Virginians make valuable contributions to their communities. to their communities by practicing the responsibilities of good Communities in Virginia include people of many ethnic origins who come from different places around the citizens. world.

The people of Virginia have People celebrate American holidays and traditions in addition to their own cultural holidays and traditions. diverse ethnic origins, customs, and traditions and are united as People in Virginia’s communities are united as Americans by common principles and traditions, such as Americans by common principles  celebrating Independence Day (Fourth of July) and traditions.  pledging allegiance to the flag.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

UNIT II: Geography

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history; c) using and creating graphs, diagrams and pictures to determine characteristics of people, places or events to support understanding of Virginia history; d) asking appropriate questions to solve a problem; f) recognizing direct cause-and-effect relationships; g) making connections between past and present; h) using a decision making model to make informed decisions; and j) developing fluency in content vocabulary and comprehension of oral, written and visual sources.

SOL 1.5 The student will develop map skills by: a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, DC, the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, using a title, map legend, and compass rose.

SOL 1.6 The student will develop a geographic understanding that a) the location of Virginia determines its climate and results in four distinct seasons; and the landforms of Virginia affect the places people live.

ENDURING UNDERSTANDING: Students will understand that the use of resources in our environment affects the way we live.

CONCEPTUAL UNIT QUESTION (Essential Question): How does where we live affect the way we live?

PREVIEW ACTIVITY: Divide students into small groups. Give each group a picture from a magazine, book or National Geographic Picture Pack that depicts a family living in physical surroundings that are different than those we experience in Arlington. Have groups examine the pictures to find three to five similarities and differences between the lives of their own families and the lives of the families illustrated in the pictures. Each group will make a prediction about why these differences exist.

TEXTBOOK ALIGNMENT: SEE FILES

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

PACING GUIDE:

UNIT TIMEFRAME DATES I. Civics 10 Weeks September - Mid-November II. Geography 10 Weeks Mid-November - January III. History 9 Weeks February - Mid- April IV. Economics 9 Weeks Mid-April - June LITERATURE AND OTHER RESOURCES LITERATURE How to Make an Apple Pie and See the World by Marjorie Priceman - a story about a trip around the world to collect ingredients for an apple pie

How to Make an Cherry Pie and See the USA by Marjorie Priceman - a story about a trip around the country to collect ingredients for a cherry pie

Mapping Penny’s World - by Loreen Leedy - a young girl maps all of her dog’s favorite places after learning about maps at school

How I learned Geography - by Uri Shulevitz - a young boy becomes so fascinated by a map hanging on his wall that he imagines himself flying into the map and seeing the world.

Me on the Map - by Joan Sweeney - a girl provides her world in a bird’s eye view perspective, starting with her bedroom and slowly spreading out to planet Earth

DVDS What Are Goods and Services? By Carolyn Andrews- Arlington Public Library

General George Washington by Living History Productions and Rich Entertainment

Understanding and Making Maps: an Introduction, available on ww.discoveryeducation.com

Understanding and Using Maps and Globes; available on www.discoveryeducation.com

APPS Explain Everything iTunesU Drawing Pad Google Earth Brainpop and Brainpopjr Pebblego also available online at www.pebblego.com

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

WEBSITES www.discoveryeducation.com www.brainpopjr.com www.kids.nationalgeographic.com www.pics4learning.com www.colonialwilliamsburg.org www.nps.com www.padlet.com www.docsteach.org www.ustreas.gov/kids www.culturegrams.com

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

capital city globe North symbol West cardinal directions location physical surroundings United States climate map Richmond Virginia East map legend South Washington, DC

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdZ2NNLW1IMnJyWXM&usp=sharing

A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

o where selected Virginians lived Using simple maps develops an o the locations of Washington, D.C., and Richmond. awareness of how places in Virginia have changed from the past to the present.

Cause-and-effect relationships can be observed in school, in the community, and in state history.

A benefit is what satisfies a want. Decision to be made:

Students make better choices Benefits Costs when they consider the costs and benefits of their decisions.

People throughout Virginia’s history have collaborated and compromised to achieve common goals and to be successful as good citizens.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.5a, b, c, d, e The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, including a title, map legend, and compass rose.

Essential Understandings Essential Knowledge

Symbols and cardinal directions Terms to know are used to determine where  map: A drawing that shows what places look like from above and where they are located objects and places are located on  globe: A round model of Earth maps and globes.  symbol: A picture or thing that stands for something else  cardinal directions: The directions of north, east, south, and west The United States and Virginia  title: The name of a map or what kind it is can be identified by their shapes  map legend: A list of shapes and symbols used on a map and an explanation of what each one stands on maps and globes. for  compass rose: A symbol that shows direction (north, east, south, and west) on a map The locations of the capital cities of Washington, D.C., and Symbols to identify on a map Richmond, Virginia, are identified  Land by specific symbols.  Water  Cities  Roads

The terms north, east, south, and west are used to determine location on simple maps.

Virginia and the United States may be located by their shapes on maps and globes.

The capital cities of Washington, D.C., and Richmond, Virginia, may be identified by using symbols on a United States map. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.6a, b The student will develop a geographic understanding that a) the location of Virginia determines its climate and results in four distinct seasons; and b) the landforms of Virginia affect the places people live.

Essential Understandings Essential Knowledge

Virginia is located on the Terms to know southeastern coast of the United  climate: The kinds of weather an area has over a long period of time States.  physical surroundings: Land and bodies of water present in a given location  season: Any one of the four phases of the year (spring, summer, fall, or winter) Landforms of Virginia include  location: The place where a particular point or object exists on the surface of Earth hills, mountains, valleys, and the  landform: A shape or feature of Earth’s surface coastal plain. The climate of Virginia is mild.

Virginia has four distinct seasons that include spring, summer, fall, and winter.

Landforms affect where people build houses and communities.

Location, climate, and physical surroundings affect the way people in Virginia meet their basic wants.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

UNIT III: History

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) using artifacts and primary and secondary sources to develop understanding of history; b) using basic map skills to support an understanding of Virginia history; c) using and creating graphs, diagrams, and pictures to determine characteristics of people, places or events to support understanding of Virginia history; d) asking appropriate questions to solve a problem; e) comparing and contrasting people, places, or events in Virginia history; f) recognizing direct cause-and-effect relationships; g) making connections between past and present; h) using a decision-making model to make informed decisions; i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and j) developing fluency in content vocabulary, and comprehension of oral, written and visual sources.

SOL 1.2 The student will demonstrate knowledge of Virginia history by describing important events in the history of the Commonwealth, including a) the settlement of Virginia at Jamestown; b) famous Virginians such as George Washington and Thomas Jefferson who helped form a new nation; and c) life in Virginia today, including food, clothing, shelter, transportation, and recreation.

SOL 1.4 The student will describe the lives of people associated with major holidays including a) George Washington’s Birthday (President’s Day); b) Independence Day (Fourth of July); and c) Martin Luther King, Jr. Day. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

ENDURING UNDERSTANDING: Students will understand the accomplishments of influential people of the past and how they impact the present.

CONCEPTUAL UNIT QUESTION(s) (Essential Questions): Why are some important people still learned about today through major holidays? How do the contributions made by important people of the past affect the Virginia we live in today?

PREVIEW ACTIVITY: Inform students that they are going to take an imaginary trip back in time to when the English settlers first arrived to what was later named Jamestown at Virginia. Their job is to “pack” (through drawings) eight items that can be found in present day. Four of these items should be things that the students believe the settlers did not have (i.e., things that did not exist in the past). The other four items should be things that the students believe did exist during the time of the settlers. Have students glue their pictures to two large suitcases labeled: “Items we use today in the present” and “Items used in the past and present.” Items can include recreation, food, shelter, clothing, tools, and transportation. As students move through the unit allow them to add or make corrections to their suitcases. *images or a read aloud can be used in the beginning of the activity to provide students with more background knowledge. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT TIMEFRAME DATES I. Civics 10 Weeks September - Mid-November II. Geography 10 Weeks Mid-November - January III. History 9 Weeks February - Mid- April IV. Economics 9 Weeks Mid-April - June

LITERATURE AND OTHER RESOURCES LITERATURE Sarah Morton’s Day by Kate Waters - a day in the life of a young girl living on Plymouth Plantation

Samuel Eaton’s Day by Kate Water - a day in the life of a young boy living on Plymouth Plantation

Pearl by Debby Atwell - Pearl is a young girl who tells the story of how her family has witnessed and experienced many of the United States’ most historical events from George Washington becoming president through the beginning of the space program.

Amazing Americans: Pocahontas by Sharon Coan - a biography of Pocahontas

Thomas Jefferson Builds a Library by Barb Rosenstock - Jefferson’s love for books and learning is illustrated in this story of how he collects thousands of books before, during, and after the Revolution

DVDS What Are Goods and Services? By Carolyn Andrews- Arlington Public Library General George Washington by Living History Productions and Rich Entertainment Understanding and Making Maps: an Introduction, available on www.discoveryeducation.com Understanding and Using Maps and Globes; available on www.discoveryeducation.com Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

APPS Explain Everything iTunesU Drawing Pad Google Earth Brainpop and Brainpopjr Pebblego also available online at www.pebblego.com

WEBSITES The Internet can be an excellent instructional tool and supplemental to the curriculum when used with forethought and careful planning. www.discoveryeducation.com www.brainpopjr.com www.kids.nationalgeographic.com www.pics4learning.com www.colonialwilliamsburg.org www.nps.com www.padlet.com www.docsteach.org www.ustreas.gov/kids www.culturegrams.com

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individual students should know to successfully understand course content and pass the SOL exams. timeline transportation Arthur R. Ashe, Jr. Independence Day time communities George Washington Maggie L. Walker Martin Luther King, Jr. Day Powhatan families Thomas Jefferson Christopher Newport President’s Day Pocahontas past Jamestown change

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdZ2NNLW1IMnJyWXM&usp=sharing

Using artifacts and primary and View a picture of an early settlement and ask questions about why the people created the type of shelter secondary sources includes depicted. making observations and Use an image and a description of a historic home in Virginia to ask questions and make observations connections, asking questions, about how daily life when the home was built is different from daily life today. and reflecting. View a map of 1607 Virginia and a map of Virginia today and ask questions about how the maps compare. An artifact is an object or tool that View an image of a job from Virginia’s past and compare it to a job in Virginia today. reveals something about the past.

A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

Maps help develop an awareness Viewing maps of Virginia of where places are located in Make simple observations about what the symbols on a map represent. Virginia. Identify landforms, such as mountains, on a map. Identify the Atlantic Ocean on a map. Maps use directionality and Identify water features on a map. symbols to identify or indicate a Illustrate why people settled near the rivers in Virginia. location. Use cardinal directions to describe how people traveled from one place to another.

Geographic information obtained Constructing maps from maps supports an Create a simple drawing of the classroom, school, or community. understanding of Virginia history. Create and/or label a simple map of Virginia to show o where selected Virginians lived Using simple maps develops an o the locations of Washington, D.C., and Richmond. awareness of how places in Virginia have changed from the past to the present.

Graphs, diagrams, and pictures Use a Venn diagram to organize information about goods and services in Virginia. help students develop an Create symbols to represent the contributions of selected individuals in the history of Virginia and understanding of people, places, organize the symbols in a chart. and events in Virginia history. Use a simple bar graph of seasonal temperatures to determine how the time of year affects the ways that people in Virginia meet their basic wants. Create a chart of Virginia symbols that includes the Virginia flag, the state capitol building, the state bird, and the state flower. Conduct a survey to determine which symbol students find most meaningful. Graph the results of the survey. Create a graphic organizer of jobs in Virginia from the past and the present.

Asking a variety of questions Ask a variety of questions before and after reading about an influential person or event in the history of extends learning and deepens Virginia. understanding. Create interview questions to ask the early settlers of Virginia. Use images of different locations in Virginia to generate questions. Asking questions involves making Ask questions about goods and services to determine what to choose and what to give up. observations about the world and framing them as inquiries to solve a problem. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting people, places, or events in Virginia history; Essential Understandings Experiences may include but are not limited to the following:

Comparing and contrasting Create a class Venn diagram to compare the lives of famous Virginians. examines similarities and View maps and images of different locations in Virginia to compare which recreational activities are differences among people, popular across the state. places, or events. Create a Venn diagram to compare how different holidays are celebrated. Create a class chart of how selected jobs have changed over time. Communities in Virginia have different physical and cultural characteristics. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) recognizing direct cause-and-effect relationships; Essential Understandings Experiences may include but are not limited to the following:

A cause-and-effect relationship is Use information about the location, climate, and physical surroundings of Virginia to discuss how each of a relationship in which one event these affects the way people meet basic wants, such as the foods they eat, the clothing they wear, and (the cause) makes another event the kinds of houses they build. (the effect) happen. Describe how the relationship between Pocahontas and the Jamestown settlers affected the success of the Jamestown settlement. Identifying cause-and-effect Discuss how the traits of a good citizen affect classroom activities. relationships helps us understand specific events in Virginia history.

Cause-and-effect relationships can be observed in school, in the community, and in state history.

Everyday life in Virginia today is Use stories and images about Jamestown to determine how life in the past was different from life today. different from everyday life long Discuss how jobs in Virginia have changed over time. ago. Use simple maps from the past and from the present to show how the boundaries of Virginia have changed over time. People, events, and Use maps from the past and from the present to show how maps have changed over time. developments have brought Compare John Smith’s map of Virginia to a map from the present. changes to Virginia. Make connections between transportation methods used in early Virginia and those used in the present.

Choices involve getting more of Use a decision-making model to discuss the costs and benefits of the following: one thing by giving up something After reading a story from children’s literature, talk about the benefits and costs of a decision made by else. characters in the story. After reading a story about moving to colonial Jamestown, make a list of items the class would decide to All decisions involve costs and take to a new settlement. benefits. After discussing the traits of a good citizen, decide the costs and benefits of choosing to volunteer at school or in the community. A cost is what you give up when you decide to do something. Sample Decision-Making Model

A benefit is what satisfies a want. Decision to be made:

Students make better choices Benefits Costs when they consider the costs and benefits of their decisions.

Good citizens Create a classroom chart of good citizenship rules to follow during classroom activities.  collaborate to achieve shared Participate in a classroom vote to determine a reasonable consequence for breaking a classroom rule. goals Complete a simulation in which students exchange goods and services, with some students acting as  compromise to reach an producers and others as consumers. agreement Identify the importance of classroom chores and determine a fair way to distribute responsibilities.  participate in classroom Work in groups to choose among several fruits for a snack, demonstrating how people must choose activities to demonstrate something and give up something else when they cannot have everything they want. respect for rules.

People throughout Virginia’s history have collaborated and compromised to achieve common goals and to be successful as good citizens.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.2a, b, c The student will demonstrate knowledge of Virginia history by describing important events and people in the history of the Commonwealth, including a) the settlement of Virginia at Jamestown; b) famous Virginians, such as George Washington and Thomas Jefferson, who helped form a new nation; and c) life in Virginia today, including food, clothing, shelter, transportation, and recreation.

Essential Understandings Essential Knowledge

Many people and events Many different people and events helped shape Virginia’s history. contributed to Virginia history. Virginia started at Jamestown over 400 years ago. Virginia’s diverse environment has affected the way people Jamestown became the first permanent English settlement in North America. interact with their surroundings. People to know  George Washington: He was born in Virginia. He was a leader who helped develop the country. He was the first president of the United States. He is known as the “Father of Our Country.” He led the fight for freedom from England and helped establish a new country.  Thomas Jefferson: He was born in Virginia. He was the third president of the United States. He was a leader who helped develop a new country.

The location, climate, and physical surroundings of Virginia affect the way people meet their basic wants today. This includes the  foods they eat  clothing they wear  types of houses they build.

Communities in Virginia use various types of transportation to meet their needs.

The geography of Virginia affects how people travel from one place to another and determines what is available for recreation.

Essential Understandings Essential Knowledge

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

UNIT IV: Economics

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) asking appropriate questions to solve a problem; f) recognizing direct cause-and-effect relationships; and h) using a decision-making model to make informed decisions;

SOL 1.7 The students will explain the difference between goods and services and describe how people are consumers and producers of goods and services.

SOL 1.8 The student will explain that people make choices because they cannot have everything they want.

SOL 1.9 The student will recognize that people save money for the future to purchase goods and services.

ENDURING UNDERSTANDING: Students will understand that in order to have what we need and want, we must use a system of exchange.

CONCEPTUAL UNIT QUESTION (Essential Question): What are the things people need and want in order to live and how do they get these things?

PREVIEW ACTIVITY: The teacher will pose a question to the class such as what movie to watch or what flavor of ice cream to have for a class party. Small groups will be instructed to make a list of what they would like to have. The class will come together and be told that they must decide on one of the things they listed. The teacher will lead a brainstorming session to come up with a fair way to decide which things they will get.

TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT TIMEFRAME DATES I. Civics 10 Weeks September - Mid-November II. Geography 10 Weeks Mid-November - January III. History 9 Weeks February - Mid- April IV. Economics 9 Weeks Mid-April - June

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

LITERATURE AND OTHER RESOURCES LITERATURE

Do I Need It? Or Do I Want It?: Making Budget Choices by Jennifer S. Larson - explains the how and why of budgeting

My Rows and Piles of Coins by Tololwa M. Mollel - a Tanzanian boy saves his coins to buy a bicycle to help take goods to the market but soon realizes that he has not saved enough

You Can’t Buy a Dinosaur with a Dime by Harriet Ziefert - Pete has been saving his money to buy a toy dinosaur but spends too much and needs to earn more money before he can get it

Pancakes, Pancakes by Eric Carle - a boy wants pancakes so badly that he becomes the consumer and producer in gathering all ingredients needed to make a pancake

One Cent, Two Cent, Old Cent, New Cent by Bonnie Worth - a rhyming book that studies different forms of money in other cultures, bartering, and a look at banking.

DVDS What Are Goods and Services? By Carolyn Andrews- Arlington Public Library General George Washington by Living History Productions and Rich Entertainment Understanding and Making Maps: an Introduction, available on www.discoveryeducation.com Understanding and Using Maps and Globes; available on www.discoveryeducation.com

APPS Explain Everything iTunesU Drawing Pad Google Earth Brainpop and Brainpopjr Pebblego also available online at www.pebblego.com

www.ustreas.gov/kids www.culturegrams.com

barter exchange needs save spend choice goods producer savings wants consumer money purchase services

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdZ2NNLW1IMnJyWXM&usp=sharing

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) using artifacts and primary and secondary sources to develop an understanding of Virginia history; Essential Understandings Experiences may include but are not limited to the following:

A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

o where selected Virginians lived Using simple maps develops an o the locations of Washington, D.C., and Richmond. awareness of how places in Virginia have changed from the past to the present.

Cause-and-effect relationships can be observed in school, in the community, and in state history.

A benefit is what satisfies a want. Decision to be made:

Benefits Costs Students make better choices when they consider the costs and benefits of their decisions.

People throughout Virginia’s history have collaborated and compromised to achieve common goals and to be successful as good citizens.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. Essential Understandings Essential Knowledge

Goods and services satisfy Terms to know people’s wants.  goods: Things people make or use to satisfy wants  services: Activities that satisfy people’s wants People are consumers when they  consumer: A person who uses or buys goods and services buy or use goods and services.  producer: A person who makes goods or provides services

People are producers when they make goods or provide services.

Most people are both consumers and producers. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.8 The student will explain that people make choices because they cannot have everything they want. Essential Understandings Essential Knowledge

People make choices because Terms to know they cannot have everything they  cost: What you give up when you decide to do something want.  benefit: What satisfies a want

A decision-making model helps People cannot have all the goods and services they want. people make choices. People must choose some things and give up others.

All decisions involve costs and benefits.

Students make better choices when they consider the costs and benefits of their decisions.

Sample Decision-Making Model Decision to be made: Benefits Costs

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 STANDARD 1.9 The student will recognize that people save money for the future to purchase goods and services. Essential Understandings Essential Knowledge

People can choose to spend or Terms to know save money.  money: Paper bills and coins used to pay for goods and services  savings: Money not spent now so it can be spent in the future To save money, people give up spending now in order to buy People save to buy something later when they have enough money. goods and services in the future.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 1 TEXTBOOK ALIGNMENT

STANDARD BOOK & PAGE NUMBERS 1.2 The student will demonstrate knowledge of Virginia history by describing important Our World, Then & Now (1), p. 36-37 events and people in the history of the Commonwealth, including Our World, Far & Wide (3), pp. 70-7 a) the settlement of Virginia at Jamestown; Our World, Past & Present (4), pp. 52-53 b) famous Virginians, such as George Washington and Thomas Jefferson, who helped form a new nation; and c) life in Virginia today, including food, clothing, shelter, transportation, and recreation.

1.3 The student will describe the stories of influential people in the history of Virginia and Our World, Let’s Go (K), p. 60-61 their contributions to our Commonwealth, with emphasis on Our World, Far & Wide (3), p. 43 a) Powhatan; Our World, Past & Present (4), pp. 55, b) Pocahontas; 150-151 c) Christopher Newport; d) Maggie L. Walker; and e) Arthur R. Ashe, Jr.

1.4 The student will describe the lives of people associated with major holidays, including Our World, Then & Now (1), pp. 48-49 a) George Washington Day (Presidents’ Day); Our World, Far & Wide (3), pp. 80-81, 88- b) Independence Day (Fourth of July); and 89 c) Martin Luther King, Jr., Day.

1.5 The student will develop map skills by Our World, Then & Now (1), pp. 52-65 a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, including a title, map legend, and compass rose.

1.6 The student will develop a geographic understanding that Our World, Past & Present (4), pp. 10-13 a) the location of Virginia determines its climate and results in four distinct seasons; and b) the landforms of Virginia affect the places people live.

1.7 The student will explain the difference between goods and services and describe how Our World, Then & Now (1), pp. 76-85 people are consumers and producers of goods and services. Arlington Public Schools Social Studies Curriculum 2016 GRADE 1

1.8 The student will explain that people make choices because they cannot have Our World, Then & Now (1), pp. 76-85 everything they want.

1.9 The student will recognize that people save money for the future to purchase goods Our World, Then & Now (1), pp. 76-85 and services.

1.10 The student will apply the traits of a good citizen by Our World, Then & Now (1), pp. 4-15 a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others; and f) participating in classroom decision making through voting.

1.11 The student will recognize the symbols and traditional practices that honor and foster Our World, Then & Now (1), pp. 10-15 patriotism in the United States by demonstrating respect for the American flag by learning about the Pledge of Allegiance.

1.12 The student will recognize the symbols and traditional practices that honor the Our World, Then & Now (1), pp. 11, 98 Commonwealth of Virginia by a) identifying the Virginia flag, state capitol building, state bird, and state flower; and b) describing why people have symbols and traditions.

1.13 The student will understand that the people of Virginia Our World, Then & Now (1), pp. 4-15, 86- a) have state and local government officials who are elected by voters; 98 b) make contributions to their communities; and Our World, Far & Wide (3), pp. 92-95 c) include people who have diverse ethnic origins, customs, and traditions and are united as Americans by common principles.