Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 1.1, 1.2 & 1.3 Unit Dates Important Dates: My Classroom Community August 16 – 18 Beginning of School Activities – August 16-18 August 21 – 1 – September 4 Enduring Understandings Essential Questions People have responsibilities to improve the community and make our lives better. • What makes a good citizen? The choices I make affect myself and others. • How do people best cooperate? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary citizen responsibility community school rule family Assurance I will know how we can be good citizens. Statements TEKS and Content Suggested Resources Government. The student understands the purpose of rules and laws. The student is expected to: My World: Chapter 1: My school, My (1.11A) explain the purpose for rules and laws in the home, school, and community Community Lesson 1: I am a Good Citizen pg. 16-19 Rules – regulate society by providing a framework for correct conduct or action; maintain order, provide security, and ensure a safe environment Literature Link: Rules in the home and school - If Everybody Did? By Jo Ann Stover • Establish order You Can Count on Me: Learning About • Provide security Responsibility by Regina Burch • Manage conflict Do Unto Otters by Laure Keller Officer Buckle and Gloria by Peggy Rathmann Citizenship. The student understands characteristics of good citizenship as exemplified by historical What If Everybody Did That? By Ellen Jaernick figures and other individuals. The student is expected to: (1.13A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for Pebble Go: oneself and others, responsibility in daily life, and participation in government by educating oneself Social Studies – Being a Good Citizen – about the issues, respectfully holding public officials to their word, and voting Cooperation, Honesty, & Respect

Characteristics of Good Citizenship Lesson Plan Ideas: Truthfulness Justice Participation in government - Make a list as a class of rules that are important Equality Respect for oneself at school Respect for others Responsibility in daily life -Double Bubble map of Rules at home and Rules at school Citizenship in the classroom -Work in groups to create posters of the rules • Making and establishing rules they want in the classroom

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

• Leaders at home and in the school • Respect and cooperation

Suggested Process Standards: Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (17B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (18A) express ideas orally based on knowledge and experiences;

Suggested ELPS: (2E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (3E) share information in cooperative learning interactions TEKS Verb Content Government The student understands the purpose of rules and laws. The student is expected to 1.11A Explain Purpose for • Rules at - Home & School • Laws in the - Community Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13A* Identify Characteristics of good citizenship • Truthfulness • Justice • Equality • Respect for oneself and others • Responsibility in daily life • Participation in government by educating oneself about the issues • Respectfully holding public officials to their word • Voting

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 1.4 & 1.5 Unit Dates Important Dates: Pledges and Heroes September 5 – 15 Labor Day – September 4 & First Responders Day – September 11 Constitution Day – September 17 Enduring Understandings Essential Questions People make sacrifices to improve our lives. • What makes a good citizen? • How would our lives be different if people did not make sacrifices? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary citizen rights school cooperate family freedom hero pledge responsibility Assurance I can explain the meaning of the Pledge to the United States Flag and the Pledge to the Texas Flag. Statements I will know about my rights and responsibilities. TEKS and Content Suggested Resources Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures My World: Chapter 1 My School, My Community and other individuals. The student is expected to: Celebrating Texas and the Nation pg. 10 (1.13A) identify characteristics of good citizenship, including truthfulness, … equality, respect for Chapter 1 My School, My Community pg. 12-13 oneself and others, responsibility in daily life, and … Lesson 2: My Rights and Responsibilities pg. 20- 23 Characteristics of Good Citizenship Collaboration & Creativity: Problem Solving pg. Truthfulness Equality 24-25 Responsibility in daily life Respect for oneself Respect for others Texas Treasures- Time for Kids: Best of the US

Equality – being fair and having to follow the same rules as everyone else; giving everyone equal respect Literature Link- and justice A is for America by Devin Scillian, September 12th: We Knew Everything Would be Citizenship. The student understands important symbols, customs, and celebrations that represent Alright American beliefs and principles and contribute to our national identity. The student is expected to: How to Lose All Your Friends by Nancy Carlson The Crayon Box That Talked by Shane Derolf

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

(1.14B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Technology- Pledge to the Texas Flag US: Old Glory: The American Flag Brain Pop Jr. Rights and Responsibilities Pledge to the U.S. Flag I pledge allegiance to the Flag of the United States of America, and to the Republic for which it stands; Pebble Go: one Nation under God, indivisible, with liberty and justice for all. (The words under God were added in Social Studies – U.S. Symbols – American Flag, 1954.) Pledge of Allegiance, & Star-Spangled Banner Social Studies – Being a Good Citizen – Courage, Pledge to the Texas Flag Patriotism& Responsibility Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible (1965) • The pledges are a promise to be loyal and to show how we care about our country and state.

Suggested Process Standards Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (17B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; (17C) sequence and categorize information

Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (18B) create and interpret visual and written material.

Suggested English Language Proficiency Standard (ELPS) 1.A.1- Use prior knowledge to understand meanings in English. 2.C.4 Learn academic vocabulary heard during classroom instruction and interactions. 3.G.2 express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics 4.C.2 develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials TEKS Verb Content Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13A* Identify Characteristics of good citizenship • Truthfulness

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

• Justice • Equality • Respect for oneself and others • Responsibility in daily life • Participation in government by educating oneself about the issues • Respectfully holding public officials to their word • Voting Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14B Recite Pledge • Pledge of Allegiance to the United States Flag • Pledge to the Texas Flag Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14B Explain Meaning • Pledge of Allegiance to the United States Flag • Pledge to the Texas Flag

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 1.4 & 1.5 Unit Dates Important Dates: Pledges, Symbols & Mottoes – Celebrate Freedom September 5 – 15 Labor Day – September 4 Week Patriot Day & Texas First Responders Day – September 11 Constitution Day – September 17 Enduring Understandings Essential Questions Good citizens in a community treat one another fairly. • What makes a good citizen? Events that happen now will become events of the past. • How does life change throughout history? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary calendar motto anthem flag nation clock freedom symbol measure pledge Assurance I will know symbols that stand for our country. Statements I will know that we use clocks and calendars to measure time. TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is My World: Celebrating Texas and the Nation expected to: p.11 (1.1B) compare the observance of holidays and celebrations, past and present My World: Chapter 1 My School, My Community Constitution Day Example: Lesson 6: Symbols of My Country pg. 44- 49 Past – beginning in 2005, schools receiving federal funds were mandated by Congress to observe Constitution Day on September 17 My World: Chapter 5 Our Past, Our Present Present – National celebration and implementation of lesson plans with interactive websites and access Lesson 1: Measuring Time pg. 180-183 (May to the national archives primary resources. decide to use this lesson during the 2nd semester)

History. The student understands the concepts of time and chronology. The student is expected to: Texas Treasures- Time for Kids: Best of the US (1.3A) distinguish among past, present, and future Literature Link- America the Beautiful by Katharine Lee Bates History. The student understands the concepts of time and chronology. The student is expected to: I Pledge Allegiance by June Swanson (1.3B) describe and measure calendar time by days, weeks, months, and years A is for America by Devin Scillian, Yoko by Rosemary Wells History. The student understands the concepts of time and chronology. The student is expected to: Then and Now by Richard Thompson (1.3C) create a calendar … Students create a weekly calendar about the week’s events for Celebrate Freedom Week.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Concepts of Time United Streaming: • Past, present, future -TLC Elementary School”, “Understanding Good • Yesterday, today, tomorrow Citizenship • Before, now, after, next -U.S. Symbols -The Constitution and Constitution Day: A Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures Beginner’s Guide and other individuals. The student is expected to: (1.13B) identify historical figures such as Benjamin Franklin, Francis Scott Key, … who have exemplified Brainpop Jr. Rights and Responsibilities good citizenship Brainpop Jr. US Symbols

Benjamin Franklin - Franklin was a model citizen because he was patriotic and participated in government Other Sites: (hit ctrl and click link) by contributing to the writing of the U.S. Constitution. Postcards from Washington, D.C. (tumblebook) • He founded a library, a fire department, experimented with electricity and was known for saving Ben’s Guide his pennies. Utilize the computer to find U.S. Symbols (TT 4B) • He was frugal, hard-working and well-respected by community members. Francis Scott Key - Key is mostly remembered for writing the words to the “Star Spangled Banner”. Pebble Go • He wrote the words while serving in the militia during the War of 1812. Social Studies – U.S. Symbols – American Flag, • He was patriotic and valued education. Liberty Bell, Statue of Liberty • Key was an attorney and was often referred to as a model citizen because of his honesty and loyalty to his country. Lesson Plans in Canvas – Special Recognition Days: Citizenship. The student understands important symbols, customs, and celebrations that represent • Freedom Week American beliefs and principles and contribute to our national identity. The student is expected to: (1.14A) explain state and national patriotic symbols, including the United States … flags, the Liberty Bell, the Statue of Liberty …

Symbol – something that stands for something else Liberty Bell – stands for freedom Statue of Liberty – stands for hope and freedom United States Flag – stands for our country

Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (1.14B) … explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

The pledges are a promise to be loyal and to show how we care about our country and state. Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (1.14C) identify anthems and mottos … of the United States

Anthem – songs of praise, devotion, or patriotism Official: Star Spangled Banner Unofficial: America, the Beautiful, God Bless America, My Country ‘Tis of Thee Motto – short expression of guiding principle Motto of the United States - In God we trust (1956) Other mottoes - E pluribus unum: “out of many, one”

Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (1.14E) explain how patriotic customs and celebrations reflect American individualism and freedom

When we show respect for patriotic customs and celebrations we are honoring our country. Because we can celebrate in many places we show our individualism and freedom.

Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (1.14F) identify Constitution Day as a celebration of American freedom.

Constitution Day as a Celebration of American Freedom • American freedom means that everyone is guaranteed basic rights based on the Constitution. • American freedom is celebrated by studying the components of the Constitution and most importantly, reciting and understanding the Preamble to the Constitution.

Preamble to the U.S. Constitution We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

Suggested Process Standards Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (1.17B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; (1.17C) sequence and categorize information

Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (1.18A) express ideas orally based on knowledge and experiences. (1.18B) create and interpret visual and written material. • Pictures, symbols, electronic media, maps, artifacts, graphs, timelines

Suggested English Language Proficiency Standard (ELPS) 1.A.1- Use prior knowledge to understand meanings in English. 2.C.4 Learn academic vocabulary heard during classroom instruction and interactions. 3.G.2 express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics 4.C.2 develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. The student is expected to: 1.1B Compare Observances of holidays and celebrations, past and present History The student understands the concepts of time and chronology. 1.3A* Distinguish Among the past, present and future History The student understands the concepts of time and chronology. 1.3B Describe Calendar time • Days • Weeks • Months • Years

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

History The student understands the concepts of time and chronology. 1.3B Measure Calendar time – Days, Weeks, Months, Years History The student understands the concepts of time and chronology. 1.3C* Create A calendar and simple timeline Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals 1.13B Identify Historical figures who have exemplified good citizenship • Benjamin Franklin • Francis Scott Key • Eleanor Roosevelt Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14A Explain National patriotic symbols • U.S. flag • Texas flag • Liberty Bell • Statue of Liberty • Alamo Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14B Recite and Explain Meaning of the • Pledge of Allegiance to the United States Flag • The Pledge to the Texas Flag Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14C Identify Anthems and Mottoes of Texas and United States Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14E Explain Patriotic customs and celebrations reflect • American individualism • American freedom Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity 1.14F Identify • Constitution Day as a celebration of American freedom

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 1.6 Unit Dates Important Dates: Bank Week September 18 – 22 Enduring Understandings Essential Questions • Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary

Assurance Statements TEKS and Content Suggested Resources

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 1.7 Unit Dates Important Dates: Geography: Relative Location September 25 – 29 September 29 – American Indian Heritage Day Enduring Understandings Essential Questions People use maps to learn about the world around them. • What is the world like? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary relative location direction Assurance I will know that directions help us locate places and things. Statements I will know the parts of a map. I will know that maps and globes show places on Earth. TEKS and Content Suggested Resources Geography. The student understands the relative location of places. The student is expected to My World: Chapter 3: Looking at our World: (1.4B) describe the location of self and objects relative to other locations in the classroom and Lesson 1: Where things are located pg. 96-99 school. Location of Self & Objects Relative to Other Locations Literature Link Relative Location – the position of a place in relation to another place is its relative location. Where is the Mapping Penny’s World by Lauren Weidenman student’s home relative to school? Near or far? North, south, east, or west? Where is the school in comparison X Marks the Spot by Alan Fowler to the park? All locations are described in relation to some known point. • Over, under, near, far • North, south, east, west • Left, right

Geography. The student understands the purpose of maps and globes. The student is expected to: (1.5A) create and use simple maps such as maps of the home, classroom, school, and community;

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (1.7B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

CCRS: IA1-Use the tools and concepts of geography appropriately and accurately

English Language Proficiency Standard (ELPS) 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

2.C.2.3 Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

2.I.3.5 Demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests and 0T 0Ttaking notes commensurate with content and grade-level needs

3.F.2 Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

4.C.2 Derive meaning of environmental print

4.F.3 Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

TEKS Verb Content Geography The student understands the relative location of places. 1.4B Describe Location of self and objects related to other locations in the classroom and school Geography The student understands the purpose of maps and globes. 1.5A Create and use Maps such as – Home, Classroom, School & Community

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 1.8 & 2.1 Unit Dates Important Dates: Geography: Maps & Globes October 2 – 13 October 9 – October 9 – School Holiday Enduring Understandings Essential Questions People use maps to learn about the world around them. • What is the world like? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary map cardinal directions direction globe map legend/key

Assurance I will know that directions help us locate places and things. Statements I will know the parts of a map. I will know that maps and globes show places on Earth. TEKS and Content Suggested Resources Geography. The student understands the relative location of places. The student is expected to: My World: Chapter 3: Looking at our World: (1.4A) locate places using the four cardinal directions; and (1.4B) describe location of self and objects Lesson 1: Where things are located pg. 96-99 related to other locations in the classroom and school Map skills - Parts of a Map pg. 100-101 Lesson 2: Maps and Globes pg. 102-107 Map - -Relative Location Literature Link -Four Cardinal Directions Mapping Penny’s World by Lauren Weidenman Me on the Map by Sara Fanelli Locate Places As the Crow Flies, A First Book of Maps by Gail By using cardinal directions – north, south, east, west Harman Ex. Classroom, local map, state map

Social Studies Alive! – Geography. The student understands the purpose of maps and globes. The student is expected to: Lesson 6: What is a Map? Social Studies Skill (1.5A) create and use simple maps such as maps of the home, classroom, school, and community; Builder

Texas Treasures Series- (17) Social studies skills. The student applies critical-thinking skills to organize and use information Unit 2: Time for Kids- “On the Map” p.70 acquired from a variety of valid sources, including electronic technology. The student is expected to: Leveled Reader- Let's Use a Map, (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, Comprehension Toolkit electronic media, maps, literature, and artifacts; Book 2, Lesson 4

Book 2, Lesson 5 (18) Social studies skills. The student communicates in oral, visual, and written forms.

(B) create and interpret visual and written material. 14 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

2nd Monday in October—Columbus Day Technology- TX 662.044 – Columbus Day Brainpop Jr.-Reading Maps, US (A) in honor of Christopher Columbus -Beginning Maps: Models and Places, (B) Columbus Day shall be regularly observed by appropriate ceremonies - Understanding and Making Maps: An Introduction CCRS: IA1-Use the tools and concepts of geography appropriately and accurately Lesson plan ideas: English Language Proficiency Standard (ELPS) Put four directions on walls in classroom. Have 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, children walk or move in each direction. Name contrasting, and reviewing to acquire basic and grade-level vocabulary. things in the room and have children say which direction they are in. 2.C.2.3 Learn new language structures, expressions, and basic and academic vocabulary heard during Structure four corners using four cardinal classroom instruction and interactions directions, create a classroom and/or school map. 1. Use Me on the Map to create a flipbook or circle 2.I.3.5 Demonstrate listening comprehension of increasingly complex spoken English by responding to Organizer (see picture). questions and requests and 0T 0Ttaking notes commensurate with content and grade-level needs 2. Divide students into 2 groups (Native Americans and Spaniards). Create an ocean with butcher 3.F.2 Ask and give information ranging from using a very limited bank of high-frequency, high-need, paper and have students act out crossing the concrete vocabulary, including key words and expressions needed for basic communication in ocean from the East to the West. academic and social contexts, to using abstract and content-based vocabulary during extended 3. Create Wordle using words you would find on a speaking assignments map. (e.g. north, south, key, legend, etc.) 4. iPads – use “Show Me” app to have students 4.C.2 Derive meaning of environmental print follow directions on a map.

4.F.3 Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

TEKS Verb Content Geography The student understands the relative location of places. 1.4A Locate Places using the four-cardinal directions Geography The student understands the relative location of places. 1.4B Describe Location of self and objects related to other locations in the classroom and school Geography The student understands the purpose of maps and globes. 1.5A Create and use Maps such as – Home, Classroom, School, Community

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 2.2 Unit Dates Important Dates: Citizenship Review October 16 – 20 Enduring Understandings Essential Questions Citizens have responsibilities in society. • How do people best cooperate? • What characteristics make a good leader? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary cooperate laws conflict rules security freedom Assurance I will know about rules and laws that we follow. Statements TEKS and Content Suggested Resources Government. The student understands the purpose of rules and laws. The student is expected to: My World: Chapter 1 My school, My community (1.11A) explain the purpose for rules and laws in the home, school, and community Lesson 3 I Follow Rules and Laws pg. 26-31

Rules – regulate society by providing a framework for correct conduct or action; maintain order, provide Literature Link security, and ensure a safe environment Rules and Laws by Ann-Marie Kishel Following Rules by Cassie Mayer Government. The student understands the purpose of rules and laws. The student is expected to: What If Everybody Did That? by Ellen Javernick (1.11B) identify rules and laws that establish order, provide security, and manage conflict. Social Studies Alive!- Rules& Laws in the home, school, and community - Lesson 14 – What Do Good Neighbors Do? • Establish order Problem Solving Group work • Provide security • Manage conflict Technology: US. Process Standards -TLC Elementary School”, “Understanding Good (17) Social studies skills. The student applies critical-thinking skills to organize and use information Citizenship acquired from a variety of valid sources, including electronic technology. The student is expected to: Brainpop Jr. Rights and Responsibilities (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, -Community Rules and Laws, Second Edition electronic media, maps, literature, and artifacts; and (17:22) (C) sequence and categorize information.

Pebble Go:

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is Social Studies: U.S. Government – Constitution expected to: (Review) (A) express ideas orally based on knowledge and experiences; and Social Studies: Being a Good Citizen – Self- (B) create and interpret visual and written material. Discipline and Sportsmanship

English Language Proficiency Standard (ELPS) 2.I.3 Demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs.

3.D.1 Speak using grade-level content area vocabulary in context to internalize new English.

4. F.2. Use visual and contextual support to enhance and confirm understanding,

TEKS Verb Content Geography The student understands the purpose of rules and laws. 1.11A Explain Purpose of rule and laws at • Home • School • Community Geography The student understands the purpose of rules and laws. 1.11B Identify Rule and laws that establish • Order • Provide security • Manage conflict

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 2.3 Unit Dates Important Dates: My Government: Leaders October 23 – 27 Sam Rayburn Day – 3 Enduring Understandings Essential Questions Citizens have responsibilities in society. • How do we best cooperate?

Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary leaders authority figures community helpers jobs Assurance I will know how leaders help us. Statements TEKS and Content Suggested Resources Government. The student understands the role of authority figures, public officials, and citizens. The My World: Chapter 1: My school, My community student is expected to: Lesson 5: My Government pg. 36-41 (1.12A) identify the responsibilities of authority figures in the home, school, and community; Social Studies Alive! Home Jobs: cooking, cleaning, chores Lesson 14 – What Do Good Neighbors Do? School Jobs: teacher, principal, assistant principal, custodian, nurse, librarian, counselor Problem Solving Group work Community Jobs: doctor, firefighter, waitress, hairdresser, barber Literature Link- Teacher Note: What’s a City Council? By Nancy Harris • This unit focuses on the community aspect of people having jobs. People perform jobs which City Mayor by Terri DeGezelle help the home, school and local community. Helpers in My Community by Bobbie Kalman • The economic aspect of jobs will be addressed during economic units. People work and have Community Helpers from A to Z by Bobbie Kalman jobs to earn money. Pebble Go President – Donald Trump Social Studies – Being a Good Citizen – Leadership Governor – Greg Abbott & Loyalty Mayor – Sylvester Turner (Houston); Toby Powell (Conroe) Technology- (click ctrl and click link) Processing Standards brainpop-president25T (17) Social studies skills. The student applies critical-thinking skills to organize and use information brainpop-mayor and governor25T acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, Activities electronic media, maps, literature, and artifacts; and

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

(17) Social studies skills. The student applies critical-thinking skills to organize and use information -Create flipbook of authority figures and their acquired from a variety of valid sources, including electronic technology. The student is expected to: responsibilities (C) sequence and categorize information. -Geography lesson on locations of The Woodlands and/or Conroe city government, also Houston, (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is Austin, and Washington D.C. for locations of local expected to: leaders. (A) express ideas orally based on knowledge and experiences; and

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (B) create and interpret visual and written material.

English Language Proficiency Standard (ELPS) 3.B.2 Expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures. 3.C.4 Speak using a variety of connecting words with increasing accuracy and ease as more English is acquired. 3.G.2 Demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs.

TEKS Verb Content Government The student understands the role of authority figures, public officials, and citizens. 1.12A Identify Responsibilities of authority figures at • Home • School • Community

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 2.4 & 2.5 Unit Dates Important Dates: Levels of Government & Voting October 30 – November 10 Sam Rayburn Day – November 3 – November 11 Enduring Understandings Essential Questions Citizens have responsibilities in society. • How do people best cooperate? Voting is a way of making decisions. Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary leaders nation government freedom president governor hero state mayor military veteran vote Assurance I will know how government helps us. Statements TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is My World: Chapter 1 My School, My Community expected to: Lesson 5: My Government pg. 36-41 (1.1A) describe the origins of customs, holidays, and celebrations of the community, state, and nation Reading Skills: Fact and Opinion pg. 42-43 such as , Independence Day, and Veterans Day Chapter 1 TEKS Practice pg. 50-53

Origins of Customs, Holidays & Celebrations Literature Link- Customs – ways of doing things within a group which after being practiced for a long time become habit What’s a City Council? By Nancy Harris Celebrations – festivities engaged in to celebrate something City Mayor by Terri DeGezelle Holiday – a day in commemoration of some event or in honor of some person Vote by Eileen Christelow Voting in Elections (Our Government) by Terri Veterans’ Day (November 11) DeGezelle Origin – honors veterans who have served in the military defending our country. (Originally called Max for President by Jarrett J. Krosoczka Armistice Day, the Armistice to temporarily halt hostilities of World War I was signed the 11th hour of the Grace for President by Kelly S. DiPucchio 11th day of the 11th month, 1918 – November 11, 1918. Expanded to include all veterans and made If I Ran for President by Catherine Stier official in 1978.) If I Were President by Catherine Stier Customs – ceremonies at cemeteries, patriotic parades, wreath at the Tomb of the Unknown Soldier Duck for President by Doreen Cronin Observances Past and Present – Veterans Day My Teacher for President by Kay Winters Past – Armistice Day in celebration of the end of WWI Pepper’s Purple Heart: A Veterans Day Storyby Present – celebrates all Veterans Heather French Henry

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Government. The student understands the role of authority figures, public officials, and citizens. The Veterans Day (Rookie Read-About Holidays) by student is expected to: Jacqueline S. Cotton (1.12B) identify and describe the roles of public officials in the community, state, and nation; The Wall by Eve Bunting H is for Honor: A Military Family Alphabet by Local/ State Leaders Devin Scillian ● elected officials Veterans Day (Holiday Histories) by Mir ● school board TamimAnsary ● state representatives ● congressional representatives Pebble Go ● state capitol Social Studies – Being a Good Citizen – Tolerance & ● city hall Volunteering Social Studies – U.S. Government – Democracy & President – Barack Obama (election November 1st) Voting Governor – Greg Abbott Social Studies – Holidays – Veterans Day Mayor – Sylvester Turner (Houston); Webb Melder (Conroe – Term expires 5/2016) Brain Pop Jr. Historical Figures: Social Studies – Government – State & Local ● George Mitchell- developed The Woodlands Government ● Isaac Conroe- founder of Conroe Technology- (click ctrl and click link) Capitol Tour, History. The student understands the origins of customs, holidays, and celebrations. The student is Isaac Conroe, George Mitchell, Meet The Texas expected to: State Government, Poems and Rhymes (1.1B) compare the observance of holidays and celebrations, past and present. US: “Citizenship in the Community” Create a circle diagram of the good citizen November 3—Father of Texas Day volunteers from the video. Then have students TX 662.045 – Father of Texas Day “vote” on which trait they think is the most (A) In memory of Stephen F. Austin, the great pioneer patriot and the real and true Father of Texas. important. (B) Father of Texas Day shall be regularly observed by appropriate and patriotic programs in the public pbskids-voting25T(click ctrl and click link) schools and other places to properly commemorate the birthday of Stephen F. Austin and to inspire a greater love for this beloved state. Activities- Vote for favorite cookie or pet. Government. The student understands the role of authority figures, public officials, and citizens. The Kagan 4 corners starting with 4 different candies, student is expected to: then 3, then 2: remove choices and compare to (1.12C) identify and describe the role of a good citizen in maintaining a constitutional republic. election process. Read 3 different versions of the 3 Little Pigs and vote. 21 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Citizenship. The student understands characteristics of good citizenship as exemplified by historical First Class/C&I/SS/: figures and other individuals. The student is expected to: ● TEKS Biographies/k-5 biographies (1.13A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for TEKS Biographies/LRE Bio cards oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; US: Holiday Facts and Fun: Veterans Day,

Qualities of a public figure Activities- ● Respect -Write letters to Veterans. Interview a veteran. ● Truthfulness -Ask students to create poster of their own ● Responsibilities veterans in their family. Have them share with the ● Choices class ● Equality -Students can role-play several examples of

community service and ways to show citizenship in Citizenship. The student understands characteristics of good citizenship as exemplified by historical the community. figures and other individuals. The student is expected to: - Create a circle book that each page gets (1.13B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt smaller. Have the bottom one say country/ write who have exemplified good citizenship; the united states/ then the word president/ Eleanor Roosevelt – She was an advocate for the poor and dedicated much of her life to ensuring that picture of current president/ and then list things children acquire an education. She wanted fair treatment for everyone and helped to pass the Universal the president does. Repeat for each leader (state Declaration of Human Rights. and city)

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (1.13C) identify other individuals who exemplify good citizenship.

Characteristics of Good Citizenship • Truthfulness • Justice – the quality of being just; fairness • Equality – being fair and having to follow the same rules as everyone else; giving everyone equal respect, trust and justice • Respect for oneself • Respect for others • Responsibility in daily life • Participation in government 1. By educating oneself about the issues 2. By respectfully holding public officials to their word

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

3. By voting Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (1.13D) explain and practice voting as a way of making choices and decisions;

Voting as a Way of Making Decisions Voting – making a selection from among a group; an expression of preference for a particular issue that needs to be resolved  Practice voting as a way of making choices  Practice voting as a way of making decisions Vote ● Making informed choices ● Voting ● Elections- election day ● Citizens’ rights

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (B) create and interpret visual and written material.

English Language Proficiency Standard (ELPS) 1.B.1 monitor oral and written language production and employ self-corrective techniques or other resources 1.C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary 1.F use accessible language and learn new and essential language in the process 2.I.5 demonstrate listening comprehension of increasingly complex spoken English by0T 0Ttaking notes commensurate with content and grade-level needs. 3.F.2 ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking 23 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence assignments; 3.G.1 express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics 4.C.3 develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4.F.3.6. use visual and contextual support and support from peers and teachers to read grade- appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as • San Jacinto Day • Independence Day • Veterans Day History The student understands the origins of customs, holidays, and celebrations. 1.1B Compare Observations of holidays and celebrations, past and present Government The student understands the role of authority figures, public officials, and citizens. 1.12B* Identify and describe The roles of public officials in the community, state and nation Government The student understands the role of authority figures, public officials, and citizens. 1.12C* Identify and describe The role of good citizens in maintaining a constitutional republic Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13A* Identify Characteristics of good citizenship • Truthfulness • Justice • Equality • Respect for oneself and others • Responsibility in daily life • Participation in government by educating oneself about the issues • Respectfully holding public officials to their word • Voting Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 24 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

1.13B Identify Historical figures who have exemplified good citizenship • Benjamin Franklin • Francis Scott Key • Eleanor Roosevelt Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13C Identify Individuals who exemplify good citizens Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. 1.14D* Explain and practice Voting as a way of making choices and decisions

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 2.6 Unit Dates Important Dates: Culture/History: Thanksgiving November 13– 17 Thanksgiving Break – November 20-24 Enduring Understandings Essential Questions Families have different beliefs, customs, and traditions. • How is culture shared? The ways that families celebrate has changed over time. Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary family custom American Indians culture holiday pilgrims tradition Thanksgiving Assurance I will know that families share different customs. Statements TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is My World : Chapter 4 Traditions We Share expected to: Chapter 4: Traditions We Share pg. 132-133 (1.1A) describe the origins of customs, holidays, and celebrations of the community, state, and nation Lesson 2 Families Are Alike and Different pg. 142- such as San Jacinto Day, Independence Day, and Veterans Day 145

Origins of Customs, Holidays & Celebrations Social Studies Alive! Customs – ways of doing things within a group which after being practiced for a long time become habit Lesson 13: What Are Family Traditions? *Experiential Exercise Celebrations – festivities engaged in to celebrate something Literature Link- Holiday – a day in commemoration of some event or in honor of some person Thanksgiving Is for Giving Thanks (Reading Railroad Books) by Margaret Sutherland History. The student understands the concepts of time and chronology. The student is expected to: The Night Before Thanksgiving by Natasha Wing (1.3A) distinguish among past, present, and future; T Is for Turkey: A True Thanksgiving Story by Tanya Lee Stone Concepts of Time One Little, Two Little, Three Little Pilgrims (Picture Past, Present, Future Puffin Books) by B.G. Hennessy Yesterday, Today, Tomorrow *Students could tell the story of Thanksgiving in Before, Now, After, Next their own words from the pictures. The Pilgrims First Thanksgiving by Linda Hayward Culture. The student understands the importance of family and community beliefs, customs, language, Samuel Eaton’s Day by Kate Waters and traditions. The student is expected to: Sarah Morton’s Day by Kate Waters

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

(1.15A) describe and explain the importance of various beliefs, customs, language, and traditions of CTK families and communities; Book 3 Lesson 8

● Past and Present Thanksgiving celebrations Technology- ● Origin and location of first Thanksgiving celebration US: Thanksgiving Day: America Celebrates Holiday Facts and Fun: Thanksgiving Review Thanksgiving – discuss the similarities and differences of your own families’ tradition for Virtual Field Trip( hit ctrl and click) Thanksgiving and compare with others. Students can write a poem or draw illustrations about all of the things they are thankful for. History. The student understands the origins of customs, holidays, and celebrations Maya and Miguel: The Best Thanksgiving Ever (1.1B) compare the observance of holidays and celebrations, past and present. Compare Maya and Miguel’s traditions with your own. Importance of Various Beliefs, Customs, Language & Traditions Brainpop Junior – Thanksgiving Beliefs – something accepted as true or practiced by a group of people who share in that truth (e.g., religion, politics, holidays, individualism, inventiveness, freedom); an opinion or conviction; confidence, Activities- faith, trust -Make a grab bag with small pieces of paper in it. On each piece of paper write something for which Customs – ways of doing things within group which become habit; a practice so long established that it we should be thankful. has the force of law (ex. Folkloric dancing, clothing, celebrations, birth and death practices) -Make a few with just “Thanksgiving”. Students Traditions – a practice of a particular group of people that continues for several generations; a long draw a paper from bag and discuss why we should established or inherited way of thinking or acting (ex. candles, trees, participate in be thankful. On the papers with just Thanksgiving neighborhood parades on 4th of July) students can state their own reasons for something they are thankful for that hasn’t been discussed. Economics. The student understands how families meet basic human needs. (1.7B) describe similarities and differences in ways families meet basic human needs. -Create an illustrated timeline of events for the Pilgrims crossing on the Mayflower/landing at Process Standards Plymouth Rock/ 1st Thanksgiving. (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and

(18) Social studies skills. The student communicates in oral, visual, and written forms. (B) create and interpret visual and written material.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

CCRS: IE1-Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves, IE2- Define the concept of socialization and analyze the role socialization plays in human development and behavior IE3- Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society, IIB3-Analyze diverse religious concepts, structures

English Language Proficiency Standard (ELPS) 2.1.4 Demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs. 3.F.1 Ask (for) information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments. TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as ● San Jacinto Day ● Independence Day ● Veterans Day History The student understands the origins of customs, holidays, and celebrations. 1.1B Compare The observations of holidays and celebrations, past and present. History The student understands the concepts of time and chronology. 1.3A* Distinguish Among past, present and future Economics The student understands how families meet basic human needs. 1.7B Describe The similarities and Differences in ways families meet basic human needs Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.15A* Describe and Explain The importance of beliefs, customs, language and traditions of families and communities.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 2.7 Unit Dates Important Dates: Customs & Traditions November 27 – December 1 Winter Break – December 21-January 5 Enduring Understandings Essential Questions There are things we want and need. • How is culture shared? • How do we meet our needs? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary culture shelter beliefs clothing language location Assurance I will know about the parts of culture. Statements TEKS and Content Suggested Resources Culture. The student understands the importance of family and community beliefs, customs, language, My World: Chapter 4: Traditions We Share and traditions. The student is expected to: Chapter 4 Vocabulary Preview pg. 134-135 (1.15A) describe and explain the importance of various beliefs, customs, language, and traditions of Lesson 1: What Is Culture? pg. 136-141 families and communities; • Beliefs – something accepted as true or practiced by a group of people who share in that truth Social Studies Alive! – (e.g., religion, politics, holidays, individualism, inventiveness, freedom); an opinion or conviction; Lesson 10: What do families need and want? confidence, faith, trust • Customs – ways of doing things within group which become habit; a practice so long established Literature Link- that it has the force of law (ex. Folkloric dancing, clothing, celebrations, birth and death Needs and Wants (Pebble Books) by Gillia M. Olson practices) Needs and Wants (Yellow Umbrella Books: Social • Traditions – a practice of a particular group of people that continues for several generations; a Studies – Level B) by Susan Ring long established or inherited way of thinking or acting (ex. Hanukkah candles, Christmas trees, Those Shoes by MaribethBoelts participate in neighborhood parades on 4th of July) Stone Soup by Marcia Borown *How did the soldiers in the story satisfy their Economics. The student understands how families meet basic human needs. The student is expected to needs? (1.7B) describe similarities and differences in ways families meet basic human needs. Technology- Teacher note: Introduce the concept of wants and needs as it relates to the holidays. The economic United Streaming – Discovery Education concepts of wants and needs will be covered during the Economics unit. Everybody Needs: Shelter, Food, Clothing, The Difference Between Needs and Wants Needs and Wants- ● Basic needs: ex. food, shelter, clothing Brainpop Jr.: Needs and Wants ● Wants Activities-

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Process Standards 1) Students make a list of their needs and wants (17) Social studies skills. The student applies critical-thinking skills to organize and use information using a T-chart. Also, students list how we satisfy acquired from a variety of valid sources, including electronic technology. The student is expected to: our needs and wants. (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, 2) Students make a collage of wants and/or electronic media, maps, literature, and artifacts; and needs.

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create and interpret visual and written material.

CCRS: IE1-Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves. IE3- Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society

English Language Proficiency Standard (ELPS) 4.F.5 Use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language. 4.F.10 Use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language. TEKS Verb Content Economics The student understands how families meet basic human needs. 1.7B Describe Similarities and differences in ways families meet their basic human needs Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.15A* Describe and explain The importance of beliefs, customs, language and traditions of families and communities.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 2.8 and 2.9 Unit Dates Important Dates: Culture: Holidays & Celebrations December 4 – 15 Winter Break – December 21-January 5 Sam Rayburn Day – January 6 Teacher Work Day – January 8 Enduring Understandings Essential Questions Families have different beliefs, customs, and traditions. • How is culture shared? The ways that families celebrate has changed over time. Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary family tradition custom celebrate holiday belief culture celebration Christmas Hanukkah religious Assurance I will know about family and community celebrations. Statements TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is My World: Chapter 4 Traditions We Share expected to: Lesson 3 Sharing Our Cultures pgs. 146-149 (1.1A) describe the origins of customs, holidays, and celebrations of the community, state, and nation … Social Studies Alive! Origins of Customs, Holidays & Celebrations Lesson 11: How Do Family Members Care for Each Other? *Response Group Activity Customs – ways of doing things within a group which after being practiced for a long time become habit Celebrations – festivities engaged in to celebrate something Texas Treasures- Holiday – a day in commemoration of some event or in honor of some person Unit 3: “Kids Around the World” p.116 “Kids Poems From Around the World” p.142 History. The student understands the concepts of time and chronology. The student is expected to: (1.3A) distinguish among past, present, and future; Literature Link- Houses and Homes (Around the World Series) by Concepts of Time Ann Morris Past, Present, Future Bread, Bread, Bread (Foods of the World) by Ann Yesterday, Today, Tomorrow Morris Before, Now, After, Next Families by Ann Morris

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Culture. The student understands the importance of family and community beliefs, customs, language, Jingle Bells by Iza Trapani and traditions. The student is expected to: USA:The Little Fir Tree by Margaret Wise Brown (1.13A) describe and explain the importance of various beliefs, customs, language, and traditions of Mexico: The Miracle of the First Poinsettia by families and communities; Joanne Oppenheim, The Legend of the Poinsettia • Past and Present holiday celebrations by TomiedePaola • How are families alike and different around the world Italy: The Legend of Old Befana by TomiedePaola • Make connections between traditions and geography. China: Paper Lanterns by Stefan Czernecki • Holidays Around The World – examine the relative location, weather, natural resources and Germany: Cobweb Christmas by Shirley Climo, customs from various countries. - For example: Germany – Christmas Tree, tinsel, Mexico – Poinsettia Technology- US: Reading Rainbow: Show Way (Students can (17) Social studies skills. The student applies critical-thinking skills to organize and use information create their family tree. acquired from a variety of valid sources, including electronic technology. The student is expected to: US: Holiday Facts and Fun: A Multicultural (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, Christmas electronic media, maps, literature, and artifacts; United Streaming: -Holiday Facts and Fun: A Multicultural Christmas, (17) Social studies skills. The student applies critical-thinking skills to organize and use information -Everybody’s Different: Different Cultures and acquired from a variety of valid sources, including electronic technology. The student is expected to: Customs (C) sequence and categorize information. -How customs and culture shape communities

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is Pebble Go expected to: Social Studies – Holidays – Christmas, Hanukkah, (B) create and interpret visual and written material. Kwanzaa Social Studies – Culture and Awareness – Customs CCRS: IE1-Identify different social groups (e.g., clubs, religious organizations) and examine how they form around the World and how and why they sustain themselves IE2- Define the concept of socialization and analyze the role socialization plays in human development Brain Pop Jr – Winter Holidays and behavior IE3- Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society IE4-Identify and evaluate the sources and consequences of social conflict Social Studies Weekly- 2nd Quarter Week 8: Families English Language Proficiency Standard (ELPS) 2nd Quarter Week 11: Children Around the World 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary CTK 4.G.4 Demonstrate comprehension of increasingly complex English by taking notes commensurate with Book 3 Lesson 9 content area and grade level needs Book 3 Lesson 10

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Social Studies Weekly- 2nd Quarter Week 12: Holidays Around the World 3rd Quarter Week 14: World Cultures

Activities- Students can travel to different classrooms to learn customs of different countries, color each country represented on a world map On a map of the world, students can create illustrations to show family traditions around the world. TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as ● San Jacinto Day ● Independence Day ● Veterans Day History The student understands the concepts of time and chronology. 1.3A* Distinguish Among past, present and future Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.13A* Describe and explain The importance of beliefs, customs, language and traditions of families and communities.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 2.10 Unit Dates Important Dates: Bank Week December 18 – 20 Enduring Understandings Essential Questions • Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary

Assurance Statements TEKS and Content Suggested Resources

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 3.1 Unit Dates Important Dates: Culture: New Year’s Celebrations January 9 – 12 Teacher Work Day – January 8 Martin Luther King, Jr. Day – January 15 Enduring Understandings Essential Questions Different cultures have various ways of celebrating important events. • How is culture shared? • How are people alike and different? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary calendar custom New Year’s year holiday goal/ resolution order measure celebrate clock Assurance I will know that we use clocks and calendars to measure time. Statements I know about family and community celebrations. TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is expected My World: Chapter 5 Our Past, Our Present to: Chapter 5 Our Past, Our Present pg. 176-177 (1.1A) Describe the origins of customs, holidays, and celebrations of the community, state, and nation Lesson 1 Measuring Time pg. 180-183 such as New Year's Day Reading Skills: Sequence pg. 184-185

Goals and Resolutions- Texas Treasures- ● goals- a realistic expectation of something you want to achieve Unit 4: “” p.60 ● resolution- promise to yourself to reach a goal ● sharing goals and resolutions helps you to focus on that goal or resolution Literature Link- Happy New Year Everywhere by Arlene Erlbach New Year’s Day – celebrations around the world Happy New Year by Emery Bernhard Celebrating Chinese New Year by Diane Hoyt- Origins of Customs, Holidays & Celebrations Goldsmith

Customs – ways of doing things within a group which after being practiced for a long time become habit Technology- Celebrations – festivities engaged in to celebrate something US: The Chinese New Year Holiday – a day in commemoration of some event or in honor of some person Create online classroom book of student goals at blurb.com or bookemon.com

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

History. The student understands the concepts of time and chronology. The student is expected to: Everybody’s Different: Different Cultures and (1.1B) describe and measure calendar time by days, weeks, months, and years; Customs -How customs and culture shape communities Culture. The student understands the importance of family and community beliefs, customs, language, and -Start Each Day With a Song: It’s a New Year traditions. The student is expected to: -India: Festival (1.15A) describe and explain the importance of various beliefs, customs, language, and traditions of -Sam and the Lucky Money (Karen Chinn’s book families and communities; comes to life in this animated version.) Brainpop Jr. Winter Holidays ( toward end/ min History. The student understands the concepts of time and chronology. The student is expected to: 3:52) (1.3C) create a calendar and simple timeline. Pebble Go Process Standards Social Studies – Holidays – Chinese New Year, (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired Diwali from a variety of valid sources, including electronic technology. The student is expected to: Social Studies Weekly- (A) obtain information about a topic using a variety of valid oral sources such as conversations, 2nd Quarter Week 12: Holidays Around the interviews, and music; World

(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired CTK from a variety of valid sources, including electronic technology. The student is expected to: Book 3 Lesson 11 (C) sequence and categorize information. Activities- English Language Proficiency Standard (ELPS) 1) Teacher models New Year’s Resolutions. 2) Make circle map for entire class’ resolutions, 3.B.2 Expand and internalize initial English vocabulary by 0T 0Tlearning and using routine language needed student writes three New Year’s Resolutions, for classroom communication Chinese New Year. 3) Make a calendar for the January, review 3.F.1 Ask (for) information raging from using a very limited bank of high-frequency, high-need, concrete months, days, and years, set goals for vocabulary, including key words and expressions needed for basic communication in academic and social remainder of the school year. contexts, to using abstract and content-based vocabulary during extended speaking assignments. 4) T-chart with home goals and school goals, team goals, team handshake/cheer/flag. 4.C.3 Comprehend English vocabulary used routinely in written classroom materials.

TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

History The student understands the concepts of time and chronology. 1.1B Describe and measure Calendar times by days, weeks, months, years History The student understands the concepts of time and chronology. 1.3C* Create Calendar and simple timeline Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.15A* Describe and explain The importance of beliefs, customs, language and traditions of families and communities.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 3.2 Unit Dates Important Dates: History: Influential People (Martin Luther King, Jr.) January 16 – 19 Martin Luther King, Jr. Day – January 15 & Measuring Time Enduring Understandings Essential Questions People and events from the past have influenced change in our community. • How have things changed over time? Knowledge of a calendar and simple timeline helps us understand the present • How does life change throughout history? and future. Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary hero contribute past/present timeline community freedom leader Assurance I will know that we celebrate people and events from our nation’s past. Statements I will know how to describe events using the words past, present, and future. I will know how to read a timeline. TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is My World: Chapter 4: Traditions We Share expected to: Lesson 6: We Celebrate Our Nation pg. 160-165 (1.A) describe the origins of customs, holidays, and celebrations of the community, state, and nation (Read part of this lesson for this unit and part for such as San Jacinto Day, Independence Day, and Veterans Day; Patriots and Presidents in February.)

Martin Luther King, Jr. Day My World: Chapter 5 Our Past, Our Present Lesson 2 Talking About Time pg. 186-189 History. The student understands the origins of customs, holidays, and celebrations. The student is Graph Skills: Timelines pgs. 190-191 expected to: (1.1B) compare the observance of holidays and celebrations, past and present. Literature Link What is Martin Luther King, Jr. Day? by Margaret Customs – ways of doing things within a group which after being practiced for a long time become habit Friskey Celebrations – festivities engaged in to celebrate something Martin’s Big Words: The Life of Dr. Martin Luther Holiday – a day in commemoration of some event or in honor of some person King, Jr. by Doreen Rappaport My Dream of Martin Luther King by Faith Ringgold History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: Technology (1.2A) identify contributions of historical figures, including Sam Houston, George Washington, US: Holiday Facts and Fun: Martin Luther King Day Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; 38 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

M.L.K. (1929-1968) was a minister. He believed in equal rights for all people. He spoke out for these Dr. Martin Luther King Jr. Day use “I Have a rights in non-violent ways. King helped to plan the Montgomery bus boycott, a plan not to ride buses. He Dream” led the March on Washington. This is where he gave his now famous speech, “I have a Dream”. He was Image of Richard Allen assassinated, or shot, on April 4, 1968, in Memphis Tenn. Brainpop Jr. Martin Luther King, Jr. YouTube: Contributions: Martin's Big Words He led a national movement to establish equal rights for African Americans. King is highly regarded for Students can compare two media on same topic his peaceful and non-violent demonstrations in his quest for equality. (MLK) by reading book and watching video.

History. The student understands how historical figures, patriots, and good citizens helped shape the Pebble Go community, state, and nation. The student is expected to: Social Studies – Biographies – Civil Rights Leaders – (1.2B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Martin Luther King, Jr. Richard Allen, and other individuals who have exhibited individualism and inventiveness; CTK Book 4 Lesson 13 History. The student understands the concepts of time and chronology. The student is expected to: (1.3A) distinguish among past, present, and future; Activities- 1) Students write about their dreams. Concepts of Time 2) Students create a Double Bubble to compare  Past, Present, Future Ruby Bridges, Rosa Parks, and/or Martin Luther  Yesterday, today, tomorrow King, Jr. to show good citizenship.  Before, now, after, next 3) Create a Wordle on MLK characteristics (TT 4D)

History. The student understands the concepts of time and chronology. The student is expected to: First Class/C&I/SS/: (1.3C) create a calendar and simple timeline. ● TEKS Biographies/k-5 biographies ● TEKS Biographies/LRE Bio cards Time ● Elementary Activities/lpk_2MLKbirthday ● Timeline ● Elementary Activities/lpk_2wordsofMLK ● Calendar: days, weeks, months, years Elementary Activities/lpk_2rosaparks

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (1.13A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; Characteristics of Good Citizenship • Truthfulness

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

• Justice – the quality of being just; fairness • Equality – being fair and having to follow the same rules as everyone else; giving everyone equal respect, trust and justice • Respect for oneself • Respect for others • Responsibility in daily life • Participation in government  By educating oneself about the issues  By respectfully holding public officials to their word  By voting

3rd Monday in January – MLK Jr. Day TX 662.003 (A) – Martin Luther King, Jr. Day In Observance of the birthday of Dr. Martin Luther King, Jr

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

CCRS: IF2- Analyze ethical issues in historical, cultural, and social contexts IIB5- Explain the concepts of socioeconomic status and stratification IIB4- Evaluate how major philosophical and intellectual concepts influence human behavior or identity IVC1-Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically

English Language Proficiency Standard (ELPS) 3.C.3 Speak using a variety of sentence types with increasing accuracy and ease as more English is acquired.

3.C.4 Speak using a variety of connecting words with increasing accuracy and ease as more English is acquired.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations. 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as ● San Jacinto Day ● Independence Day ● Veterans Day History The student understands the origins of customs, holidays, and celebrations. 1.1B Compare Observances of holidays and celebrations, past and present History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 1.2A Identify Contributions of historical figures who have influenced the community, state, and nation • Sam Houston • George Washington • Abraham Lincoln • Martin Luther King Jr., History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 1.2B Identify Historical figures and other individuals who have exhibited individualism and inventiveness • Alexander Graham Bell • Thomas Edison • Garrett Morgan • Richard Allen History The student understands the concepts of time and chronology. 1.3A* Distinguish Among past, present and future History The student understands the concepts of time and chronology. 1.3C* Create Calendar and simple timeline Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13A* Identify Characteristics of good citizenship • Truthfulness, Justice, Equality • Respect for oneself and others • Responsibility in daily life, and participation in government by educating oneself about the issues

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

• Respectfully holding public officials to their word & Voting

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week Unit Dates Important Dates: History: Timelines & Documents January 17th – 20th January 16th (MLK observance) Enduring Understandings Essential Questions • How does life change throughout history? • How have things changed over time? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary timeline community history calendar document primary source order past/present/future secondary source time Assurance I will know how primary and secondary sources tell about history. Statements TEKS and Content Suggested Resources Social studies skills. The student applies critical-thinking skills to organize and use information acquired My World: Chapter 5 Our Past, Our Present from a variety of valid sources, including electronic technology. The student is expected to: Lesson 2 Talking About Time pg. 186-189 (A) obtain information about a topic using a variety of valid oral sources such as conversations, Graph Skills: Timelines pgs. 190-191 interviews, and music; Lesson 3 How We Learn About History pg. 192-195 (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; Social Studies Alive!- (C) sequence and categorize information. Lesson 7: What Was School Like Long Ago? *Response Group Activity (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: Social Studies Weekly- (B) create and interpret visual and written material. 1st Quarter Week 5: Time 1st Quarter Week 6: What is History? CCRS: IB1-Examine how and why historians divide the past into eras IB2-Identify and evaluate sources and patterns of change and continuity across time and place CTK VA1-Use appropriate oral communication techniques depending on the context or nature of the Book 4 Lesson 12 interaction VA2-Use conventions of standard written English Technology English Language Proficiency Standard (ELPS) United Streaming – Learning to Use a Calendar 1.A.2 Use prior experiences to understand meanings in English. 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, Pebble Go contrasting, and reviewing to acquire basic and grade-level vocabulary. 2.C.4 Learn academic vocabulary heard during classroom instruction and interactions.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

4.F.5 Use visual and contextual support background knowledge needed to comprehend increasingly Social Studies – Long Ago and Today – School Then challenging language. and Now, Homes Then and Now, Clothing Then 4.F.10 Use support from peers and teachers to develop background knowledge needed to comprehend and Now increasingly challenging language. Activities- 4.G.3 Demonstrate comprehension of increasingly complex English by responding to questions 1) Review various timelines online such as MLK, commensurate with content area and grade level needs Lincoln, Washington… 2) Brainstorm events in 1st grade 3) Create a timeline of events in 1st grade on paper 4) Sequence the events using the months of the year 5) Create a timeline using timerime.com of events in 1st grade using a variety of materials (photos, magazines, drawings, internet, etc…) (TT 3C) Present timelines to class. TEKS Verb Content

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 3.3 and 3.4 Unit Dates Important Dates: Science & Technology: Inventors Past & Present January 22 – February 2 February – Enduring Understandings Essential Questions Changes in technology and other inventions improve our community and make our • How does life change throughout history? lives better. • How have things changed over time? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary tools communication / communicate change machine past / present electricity scientist e-mail transportation inventor/invention technology Assurance I will know why people invent useful things. Statements I will know how daily life changed over time. I will know how communication and transportation have changed over time. TEKS and Content Suggested Resources History. The student understands how historical figures, patriots, and good citizens helped shape the My World: Chapter 5: Our Past, Our Present community, state, and nation. The student is expected to: Lesson 5 American Inventors pgs. 200-203 (1.2C) compare the similarities and differences among the lives and activities of historical figures and Lesson 6 Life Then and Now pgs. 204-207 other individuals who have influenced the community, state, and nation. Lesson 7 Technology Then and Now pgs. 208 211 Chapter 5 TEKS Practice pgs. 212-215 Compare Historical Figures:  How they influenced the nation Texas Treasures-  How they are similar to others Unit 3: The Old Box p.84; Rose Robot Cleans Up  How they are different from others p.88 Unit 4: The Wright Brothers p.103 Science, technology, and society. The student understands how technology affects daily life, past and Unit 5: Meet Ben Franklin p.56, Leveled Readers present. The student is expected to: Mr. Bell and the Telephone (1.16B) describe how technology changes communication, transportation, and recreation; Literature Link- Describe How Technology Changes Communication, Transportation, Recreation Marvelous Mattie: How Margaret E. Knight  Communication – faster; varied forms Became an Inventor by Emily Arnold McCully  Transportation – speed, eco-friendly So You Want to be an Inventor? by Judity St.  Recreation – increased safety; less mobility with video games George Garrett Morgan: Inventor by Garrett Nelson Jackson

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

History. The student understands how historical figures, patriots, and good citizens helped shape the Now & Ben: The Modern Inventions of Benjamin community, state, and nation. The student is expected to: Franklin by Gene Barretta (1.2B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and A Picture Book of Benjamin Franklin (Picture Book Richard Allen, and other individuals who have exhibited individualism and inventiveness; Biography) by Harcourt School Publishers Timeless Thomas: How Thomas Edison Changed Historical Figures Who Have Exhibited Inventiveness Our Lives by Gene Barretta Alexander Graham Bell – inventor of the telephone (1876 patent). Inspired by his mother and his wife, A Weed is a Flower: The Life of George Washington both of whom were deaf, his research on hearing and speech. Led to the development of the telephone, Carver by Aliki as well as many techniques for teaching the deaf. Founded the Bell Telephone Company. Held 18 patents of his own and 12 with collaborators, including improvement to the phonograph. CTK Book 4 Lesson 15 Thomas Edison – primarily known for his invention of the incandescent electric light bulb which soon replaced gaslight. Holder of more than 1,000 patents, many related to mass communications and Pebble Go telecommunications. He also invented the motion picture camera and phonograph, a stock ticker, a Social Studies – Long Ago and Today – mechanical vote recorder, a battery for an electric car, electrical power, and recorded music. Originated Communication Then and Now, Transportation the concept and implementation of electric-power generation and distribution system that delivered Then and Now, Farming Then and Now electricity to homes, businesses, forming Edison General Electric in 1890. Social Studies – Inventors and Business Leaders – Garrett Morgan – inventor and businessman who invented many safety and lifesaving devices, including Inventors - Alexander Graham Bell, Benjamin a gas mask and smoke protector, as well as, one of the first U.S. patents for a traffic signal (1923 Franklin, Garrett Morgan, Thomas Edison Cincinnati). He used his gas mask to rescue 32 men trapped during an explosion in a tunnel 250 feet below Lake Erie. His Safety Hood and Smoke Detector won a gold medal from the International Brain Pop Jr. Association of Fire Chiefs. Son of former slaves, born in 1877. Social Studies – Biographies – Alexander Graham Bell, George Washington Carver, Science, technology, and society. The student understands how technology affects daily life, past and present. The student is expected to: United Streaming – Discovery Education (1.16A) describe how technology changes the ways families live; United States: Young Inventor Wins First Place (01:53) How Technology Changes the Way Families Live Animated Hero Classics: Benjamin Franklin: Technology – application of processes, methods or knowledge to achieve a specific purpose; science, Scientist and Inventor electronics A Very Early Telephone Exchange”,  Less time spent on task (ex. preparing food, doing laundry) United Hero Classics: Thomas Edison and the  Less energy required from individual l Electric Light  Timers allow things to take care of themselves (ex. Sprinklers on lawn, recording television Animated Hero Classics: Alexander Graham Bell* shows) *Spanish version available on website  More comfort (ex. air conditioning, remote control) Grandparents Generation, The Past

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Science, technology, and society. The student understands how technology affects daily life, past and YouTube present. The student is expected to: Kid President – How to Be an Inventor (1.16C) describe how technology changes the way people work. Activities- How Technology Changes the Way People Work 1) Students can bring in a given number of items in • Longer work days due to electricity a zip lock baggie. These items can be used by who • More mobility and flexibility due to computer systems brought them or students can switch items with a • Many tasks done faster partner. Students will be given an amount of time • Use of machines makes some jobs less strenuous on the body to invent something using only the items in the • Fewer people needed for some tasks bag. Students may then write about the process • New jobs created to care for machines they used to invent and build their item. 2) Marzano sheet- technology Process Standards 3) A research project can be assigned to individuals (17) Social studies skills. The student applies critical-thinking skills to organize and use information or groups who will present on an invention or an acquired from a variety of valid sources, including electronic technology. The student is expected to: inventor. (A) obtain information about a topic using a variety of valid oral sources such as conversations, 4) Create a phone using cans and string. interviews, and music; 5) Marzano sheet- inventors (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; First Class/C&I/SS/: ● TEKS Biographies/k-5 biographies (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is TEKS Biographies/LRE Bio cards expected to: (B) create and interpret visual and written material.

CCRS: VB1-Attribute ideas and information to source materials and authors

English Language Proficiency Standard (ELPS) 2.D.1 Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known). 2.I.2 Demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade –level needs. 4.C.1 Develop basic sight vocabulary used routinely in written classroom materials. 4.D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

4.E Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. 4.F.2.3 Use visual and contextual support to enhance and confirm understanding and to develop vocabulary needed to comprehend increasingly challenging language.

TEKS Verb Content History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 1.2C Compare Similarities and differences among the lives and activities of historical figures who have influenced the community, state and nation History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 2.2B Identify Historical figures and other individuals who have exhibited individualism and inventiveness • Alexander Graham Bell • Thomas Edison • Garrett Morgan • Richard Allen Science, technology, and society The student understands how technology affects daily life, past and present. 2.16A Describe Technology changes the way families live Science, technology, and society The student understands how technology affects daily life, past and present. 1.16B Describe How technology changes communication and transportation Science, technology, and society The student understands how technology affects daily life, past and present. 2.16C Describe How technology changes the way families live.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Weeks 3.5 and 3.6 Unit Dates Important Dates: Black History, Presidents & Leaders February 5 – 16 February - Black History Month February 19 - STAR Day February 19 – Presidents’ Day Enduring Understandings Essential Questions People often affect how communities develop and change. • How have things changed over time? We celebrate people and occasions that have shaped our nation. • How do people change their communities? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary freedom community colony hero contribute honor leader document primary source holiday secondary source nation president Assurance I will know about how people help our country. Statements I will know that we celebrate people and events from our nation’s past. TEKS and Content Suggested Resources History. The student understands how historical figures, patriots, and good citizens helped shape the My World: Chapter 4: Our Traditions community, state, and nation. The student is expected to: Lesson 5 We Come Together pg. 156-159 (1.2C) compare the similarities and differences among the lives and activities of historical figures and Lesson 6 We Celebrate Our Nation pg. 160-165 other individuals who have influenced the community, state, and nation. My World: Chapter 5 Our Past, Our Present Compare Historical Figures & Others Lesson 3 How We Learn About History p. 192- Historical figures who have influenced the community: 195  Local figures and how they influenced the community  How local figures were similar to others Literature Link-  How local figures were different from others Celebrating President’s Day: What Is a Other individuals who have influenced the community: President? (Learn to Read to Learn Holiday  How local figures influence the community Series) by Kimberly Jordan  How local figures are similar to others Presidents’ Day by Anne Rockwell  How local figures are different from others Presidents’ Day (Rookie Read-About Holidays) by David F. Marx History. The student understands how historical figures, patriots, and good citizens helped shape the A Picture Book of George Washington (Picture community, state, and nation. The student is expected to: Book Biography) by David A. Adler

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

(1.2B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and ..., A Picture Book of Abraham Lincoln (Picture Book and other individuals who have exhibited individualism and inventiveness; Biography) by David A. Adler Contributions of Historical Figures If a Bus Could Talk by Faith Ringgold George Washington - He demonstrated/role-modeled great leadership skills by leading his men during the The Story of Ruby Bridges by Robert Coles American Revolution. He also provided precedence for future leaders of our nation.

Abraham Lincoln - He led the United States during the Civil War, preserving the Union and freeing the slaves CTK in slave states with the Emancipation Proclamation and firmly supporting the 13PthP amendment, which Book 5 Lesson 16 & 17 formally ended slavery. Pebble Go Historical Figures – Individualism Social Studies – Presidents and First Ladies – Richard Allen – (citizenship characteristic: responsibility in daily life) African-American preacher (founder of George Washington, Abraham Lincoln, Barack the African Methodist Episcopal Church), born a slave and then purchased his freedom, who felt Obama responsibility for his community when he led community efforts to working with the sick and dying in all Social Studies – Presidents and First Ladies – capacities, including working as nurses, cart drivers, and grave diggers during the 1793 yellow fever epidemic Eleanor Roosevelt and Michelle Obama He also “saw the necessity of erecting a place of worship for the colored people, “and did that. Where he saw Social Studies – U.S. Government - President a need in the community, he stepped in to lead. Technology- US: Presidents’ Day: Washington and Lincoln, Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures Hand and Hand Back Then, Long Ago Yesterday and other individuals. The student is expected to: and Today (1.13A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for YouTube.com - “The President Rap oneself and others, responsibility in daily life, and participation in government by educating oneself Song”, President Rap Song about the issues, respectfully holding public officials to their word, and voting; Brainpop Jr. George Washington, Brainpop Jr. Abraham Lincoln, Brainpop Jr. Presidents Characteristics of Good Citizenship • Truthfulness Social Studies Weekly- • Justice – the quality of being just; fairness 3PrdP Quarter Week 17: Presidents and Patriots • Equality – being fair and having to follow the same rules as everyone else; giving everyone equal 3PrdP Quarter Week 18: American Monuments respect, trust and justice • Respect for oneself Activities- • Respect for others 1) Research historical figure on the internet and • Responsibility in daily life have students share their writing under the • Participation in government document camera (TT 6G) -By educating oneself about the issues 2) Students create an annotated timeline of a -By respectfully holding public officials to their word President.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

-By voting Students create a list of character traits of what Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures makes a good President. and other individuals. The student is expected to: (1.13B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship;

Historical Figures – Good Citizenship Benjamin Franklin – Franklin was a model citizen because he was patriotic and participated in government by contributing to the writing of the U.S. Constitution. He founded a library, a fire department, experimented with electricity and was known for saving his pennies. He was frugal, hard-working and well- respected by community members.

Francis Scott Key – Key is mostly remembered for writing the words to the “Star Spangled Banner” while serving in the militia during the War of 1812. He was patriotic and valued education. Key was an attorney and was often referred to as a model citizen by many because of his honesty and loyalty to his country. Eleanor Roosevelt – Roosevelt was an advocate for the poor and dedicated much of her life to ensuring that children acquire an education. She wanted fair treatment for everyone and helped to pass the Universal Declaration of Human Rights.

Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (1.13C) identify other individuals who exemplify good citizenship.

Other Individuals Who Exemplify Good Citizenship Local people who exhibit characteristics of good citizenship, past and present (ex. School’s namesake and namesakes of buildings, streets, towns, etc. Also, parents, teachers, principal, community leaders and examples of their citizenship).

February – Black History Month February 19 -- STAR Day TX 662.048 State of Texas Anniversary Remembrance Day (A) In honor of Texas joining the Union and the day that James Pinckney Henderson became the first governor of the State of Texas in 1846. (B) STAR Day shall be regularly observed by appropriate and patriotic programs in the public school and other places to properly commemorate the annexation of this state and to inspire a greater appreciation for the history of this state. 51 | Page Revised Spring 2017

Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (B) create and interpret visual and written material.

CCRS: VB1-Attribute ideas and information to source materials and author

English Language Proficiency Standard (ELPS) 3.B.2 Expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures. 3.C.3 Speak using a variety of sentence types with increasing accuracy and ease as more English is acquired. 3.C.4 Speak using a variety of connecting words with increasing accuracy and ease as more English is acquired. TEKS Verb Content History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation 1.2B Identify Historical figures and other individuals who have exhibited individualism and inventiveness • Alexander Graham Bell • Thomas Edison • Garrett Morgan • Richard Allen History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation 1.2C Compare Similarities and differences among the lives and activities of historical figures who have influenced the community, state and nation Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13A* Identify Characteristics of good citizenship

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

• Truthfulness, Justice, Equality • Respect for oneself and others • Responsibility in daily life, and participation in government by educating oneself about the issues • Respectfully holding public officials to their word and Voting Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13B Identify Historical figures who have exemplified good citizenship • Benjamin Franklin • Francis Scott Key • Eleanor Roosevelt Citizenship The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. 1.13C Identify Individuals who exemplify good citizenship

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 3.7 Unit Dates Important Dates: Culture: Folktales, Legends & Fables February 20 – 23 Texas History Month – March Enduring Understandings Essential Questions Legends and folktales reflect the culture of a community. • How is culture shared? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary stories custom fable culture folk tale legend tradition Assurance I will know the difference between a folktale and a fable. Statements TEKS and Content Suggested Resources Geography. The student understands various physical and human characteristics. The student is expected to: My World: Chapter 4 Traditions We Share (1.6C) identify and describe how the human characteristics of place such as shelter, clothing, food, and Lesson 7: Folktales and Fables pgs.166-169 activities are based upon geographic location. Texas Treasures: Leveled Readers Human Characteristics of Place Based on Location Human characteristics of places include the types of houses people build, the ways they earn a living, the Literature Link games children play, the languages people speak, their religious beliefs, their ethnicity, the daily schedules Paul Bunyan by Steven Kellogg they follow, the foods they eat, and how they govern themselves. John Henry by Julius Lester Human Characteristics of Place influenced by geographic factors: John Henry (On My Own Folklore) by Stephen  Shelter (types of houses) Krensky  Clothing John Henry by Carol Ottolenghi  Food Pecos Bill by Steven Kellogg  Activities (ways of earning a living, games children play, recreation) Johnny Appleseed by Steven Kellogg Mike Fink by Steven Kellogg Culture. The student understands the importance of family and community beliefs, customs, language, and Casey Jones by Allan Drummond traditions. The student is expected to: (1.15B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs, language, and United Streaming – Discovery Education traditions of communities. Fables and Folktales Folktales from around the World: Paul Bunyan Folktales & Legends Reflect Beliefs, Customs, Language & Traditions of Communities John Henry Folktales – a tale or legend originating and traditional among a people; convey moral, as well as spiritual Aesop’s Fables meaning, and provide examples of good and bad behavior

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Legends – an unverified story handed down from earlier times, especially one popularly believed to be Suggested Aesop Fable Plans can be located historical (ex. Johnny Appleseed, Mike Fink, Casey Jones, John Henry) in: -First-class -Curriculum & Instruction Fables – a short tale to teach a moral lesson, often with animals or inanimate objects as characters; legends -Social Studies -Elementary Activities -1st or myths collectively Grade -Aesop’s Fables

Explain the way folktales and legends reflect: • Beliefs in communities • Customs in communities • Language in communities • Traditions in communities

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create and interpret visual and written material.

English Language Proficiency Standard (ELPS) 2.D.1 Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 2.I.2 Demonstrate listening comprehension of increasingly complex spoken English by 0T 0Tretelling or summarizing spoken messages 3.B.2 Expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures. 3.E Share information in cooperative learning interactions 3.G.2 Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics 3.H.30T 0TExplain with increasing specificity and detail as more English is acquired. 4.C.2 Derive meaning of environmental print.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

TEKS Verb Content Geography The student understands various physical and human characteristics. 1.6C* Identify and describe How human characteristics of place, based upon geographic location • Shelter • Clothing • Food • Activities Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.15B Explain Way folktales and legends such as Aesop’s fables reflects, of a community • Beliefs • Customs • Language • Traditions

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Weeks 3.8 and 3.9 Unit Dates Important Dates: Texas History & Culture February 26 – March 9 Texas History Month – March & Texas – March 2 – March 12-16 Enduring Understandings Essential Questions People and events from the past help shape our community. How is culture shared? How have things changed over time? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary celebrate contribute anthem flag motto independence hero state mission holiday symbol freedom leaders Assurance I will know about family and community celebrations. Statements TEKS and Content Suggested Resources History. The student understands the origins of customs, holidays, and celebrations. The student is expected My World: Texas Section: Celebrating Texas to: and the Nation (1.1A) describe the origins of customs, holidays, and celebrations of the community and state such as San The Alamo pg. 4 Jacinto Day Sam Houston pg. 5 Texas Motto pg. 8 San Jacinto Day: final battle of the Texas Revolution that lead to Texas Independence “Texas, Our Texas” pg. 9 The Texas Flag pg. 11 Origin – celebrates end of the Texas Revolution when Texans led by Sam Houston defeated Mexican President and General Santa Anna at the battle of San Jacinto (April 21, 1836) My World: Chapter 4 Traditions We Share Lesson 4: Community Celebrations pgs. 150 – Observances 153 Past – celebrations of victory for Texas sovereignty Reading Skills: Compare and Contrast pgs. 154- Present – reenactments and other festivities 155

April 21 -- San Jacinto Day Literature Link A Picture Book of Sam Houston (Picture Book Biography) by David A. Adler

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TX 662.003 (B) – San Jacinto Day Sam Houston: Standing Firm (Texas Heroes for It commemorates the battle between the Texas Army and Mexican forces about 25 miles from downtown Young Readers) by Mary Dodson Wade Houston, Texas, on April 21, 1836. Armadillo Rodeo by Jan Brett Origins of Customs, Holidays & Celebrations The Cowboy and the Black-Eyed Pea by Tony Customs – ways of doing things within a group which after being practiced for a long time become habit Johnston Pecos Bill by Steven Kellogg Celebrations – festivities engaged in to celebrate something Armadillo Chili by Helen Ketteman Tumbleweed Tom on the Texas Trail by Jackie Holiday – a day in commemoration of some event or in honor of some person Mims Hopkins L is for Lone Star: A Texas Alphabet (Alphabet Culture. The student understands the importance of family and community beliefs, customs, language, and Series) by Alan Stacy traditions. The student is expected to: This is Texas by Miroslay Sasek (1.15A) describe and explain the importance of various beliefs, customs, language, and traditions of Hello, Texas! (Hello, America!) by Christopher S. families and communities; Jennings State Shapes: Texas by Erik Bruun History. The student understands the origins of customs, holidays, and celebrations. The student is expected The Alamo from A to Z by William Chemerka to: Susanna of the Alamo: A True Story by John (1.1B) compare the observance of holidays and celebrations, past and present. Jakes

History. The student understands how historical figures, patriots, and good citizens helped shape the Technology- YouTube: San Jacinto Day community, state, and nation. The student is expected to: Battle of San Jacinto Clip (1.2A) identify historical figures, including Sam Houston, George Washington, Abraham Lincoln, and YouTube: Texas our Texas Martin Luther King Jr., who have influenced the community, state, and nation; tpwd.state.tx.us/kids/fun have students cut and paste pictures in document and print and label Historical Figures: (TT 1D),timerime.com, Google Maps for Capital, Sam Houston: led the Texas army to capture Santa Anna in the Battle of San Jacinto (near Houston) Texas Symbol Glogster Contributions – First president of the Republic of Texas. When Texas joined the Union, he became a U.S. senator. Also served as Governor of Texas and influenced legislation at the state and national level. He was CTK a military leader who played a crucial role in the Battle of San Jacinto by helping defeat Mexico and acquire Book 5 Lesson 18 independence for Texas. Activities- Citizenship. The student understands important symbols, customs, and celebrations that represent 1) Create a double bubble on Sam Houston and American beliefs and principles and contribute to our national identity. The student is expected to: San Jacinto Day (1.14A) explain state and national patriotic symbols, including the United States and Texas flags, the 2) Rate Sam Houston from 1 to 10 on various Liberty Bell, the Statue of Liberty, and the Alamo; characteristics such as honesty.

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Citizenship. The student understands important symbols, customs, and celebrations that represent 3) Students can make a Texas state book American beliefs and principles and contribute to our national identity. The student is expected to: including all the symbols for our state. Ex: Tree- (1.14B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pecan; bird- mockingbird; flower- bluebonnet; Pledge to the Texas Flag; plant- prickly pear cactus; small mammal- nine- banded armadillo; large mammal- longhorn. Citizenship. The student understands important symbols, customs, and celebrations that represent 4) Students can select a Texas symbol and justify American beliefs and principles and contribute to our national identity. The student is expected to: why it’s a good symbol to represent Texas. (1.14C) identify anthems and mottoes of Texas and the United States; Forethought- Anthem First Class/C&I/SS/:  songs of praise, devotion and patriotism ● TEKS Biographies/k-5 biographies  “Texas, Our Texas” – official ● TEKS Biographies/LRE Bio cards  Yellow Rose of Texas – unofficial  Deep in the Heart of Texas – unofficial Motto  Short expressions of guiding principle  “Friendship”  Don’t Mess with Texas – unofficial  Remember the Alamo – unofficial

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts;

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (B) create and interpret visual and written material.

CCRS: IE1-Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves IE2- Define the concept of socialization and analyze the role socialization plays in human development and behavior IE3- Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society IE4-Identify and evaluate the sources and consequences of social conflict

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English Language Proficiency Standard (ELPS) 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary 4.G.4 Demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs.

TEKS Verb Content History The student understands the origins of customs, holidays, and celebrations 1.1A Describe Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as • San Jacinto Day • Independence Day • Veterans Day History The student understands the origins of customs, holidays, and celebrations 1.1B Compare Observance of holidays and celebrations, past and present History The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 1.2A Identify Contributions of historical figures who have influenced the community, state, and nation • Sam Houston • George Washington • Abraham Lincoln • Martin Luther King Jr. Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. 1.14A Explain State … patriotic symbols Texas flags … Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. 1.14B Recite and explain Meaning of the …Pledge to the Texas Flag Citizenship The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. 1.14C Identify Anthems and mottoes of Texas Culture The student understands the importance of family and community beliefs, customs, language, and traditions. 1.15A* Describe and explain The importance of beliefs, customs, language and traditions of families and communities.

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Week 4.1 Unit Dates Important Dates: Review Week: Map Skills, Continents & Oceans March 19 – 23 – May 30 Enduring Understandings Essential Questions

Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary

Assurance Statements TEKS and Content Suggested Resources

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Weeks 4.2 and 4.3 Unit Dates Important Dates: Geography: Landforms & Bodies of Water March 26 – April 6 Good Friday – March 30 Enduring Understandings Essential Questions Where you live impacts how you live. How does where we live impact how we live? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary bodies of water desert hill landform mountain place (geographic concept) ocean river plain Assurance I will know about different forms of land and water on Earth. Statements TEKS and Content Suggested Resources Geography. The student understands various physical and human characteristics. The student is expected My World: Texas Section: Celebrating Texas and to: the Nation (1.6A) identify and describe the physical characteristics of place such as, bodies of water, natural Welcome to Texas pgs. 6-7 resources, and weather; My World: Chapter 3 Looking at Our World Locate Places on Maps and Globes Chapter 3 Looking at Our World pgs. 92-93 Places – the community, Texas, United States Lesson 3: Land and Water (pgs. 108-111) Examples to Use – regional maps, state maps, U.S. map, North America map, World Map, Globe Lesson 4: Continents and Oceans Media & Technology: Using Graphic Sources pgs. Physical Characteristics of Place 170-171  Features of the Earth that result from climatic and tectonic processes

 Landforms – features of Earth’s surface (plains, mountains, deserts, hills, valleys, coastal regions)  Bodies of water – water accumulates in natural or man-made depressions (tanks, ponds, lakes, oceans, Literature Link- rivers) Comparing Bodies of Water by Rebecca Rissman Follow the Water from Brook to Ocean by Arthur Geography. The student understands various physical and human characteristics. The student is expected Dorros to: Water, Water Everywhere (A Reading Rainbow (1.6C) identify and describe how the human characteristics of place such as shelter, clothing, food, and Book) by Cynthia Overbeck Bix activities are based upon geographic location. Water Dance by Thomas Locker Where the River Begins by Thomas Locker Process Standards (5) Geography. The student understands the purpose of maps and globes. The student is expected to: Comprehension Toolkit (A) create and use simple maps such as maps of the home, classroom, school, and community Book 2 Lesson 6 (B) locate the community, Texas, and the United States on maps and globes.

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(17) Social studies skills. The student applies critical-thinking skills to organize and use information BrainPop Jr: acquired from a variety of valid sources, including electronic technology. The student is expected to: Social Studies: Landforms (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, Social Studies: Continents and Oceans electronic media, maps, literature, and artifacts; (C) sequence and categorize information. Pebble Go Social Studies – People and the Environment – (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is Living near the Ocean, Living in a Desert, Living in expected to: the Mountains, Living on the Plains (B) create and interpret visual and written material. Social Studies – Maps – Physical Maps

English Language Proficiency Standard (ELPS) Technology- 2.C.2.3 Learn new language structures, expressions, and basic and academic vocabulary heard during US Bodies of Water segment: “Let’s Explore: The classroom instruction and interactions Water!”, "Landforms near Water” Brainpop JR: Landforms, maps on the internet to 2.I.3.5 Demonstrate listening comprehension of increasingly complex spoken English by responding to view Earth’s bodies of water and natural resources questions and requests and 0T 0Ttaking notes commensurate with content and grade-level needs (TT 4D), create a powerpoint (TT 6A)

3.F.2 Ask and give information ranging from using a very limited bank of high-frequency, high-need, Activities- concrete vocabulary, including key words and expressions needed for basic communication in academic ● Students create a map displaying bodies of and social contexts, to using abstract and content-based vocabulary during extended speaking water. assignments ● Illustrate a poster showing all of the activities you can do with water. Ex. Swim, 4.C.2 Derive meaning of environmental print boat, fish, etc. ● Create a flip book to describe each body of 4.F.3 Use visual and contextual support and support from peers and teachers to read grade-appropriate water. content area text, enhance and confirm understanding, and develop vocabulary, grasp of language ● Create an “Important Book” about water. structures, and background knowledge needed to comprehend increasingly challenging language Social Studies Strategies pg. 88 ● Have students make a map and map key to show landforms. ● Create a flipbook of different landforms. TEKS Verb Content Geography The student understands various physical and human characteristics. 1.6A Identify and describe Physical characteristics of place • Landforms • Bodies of water

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• Natural resources • Weather Geography The student understands various physical and human characteristics. 1.6C* Identify and describe How the human characteristics of place, are based upon geographic location • Shelter • Clothing • Food • Activities

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Week 4.4 and 4.5 Unit Dates Important Dates: Geography: Weather & Natural Resources April 9 – 20 San Jacinto Day – April 21 Enduring Understandings Essential Questions Where you live impacts how you live. • What is the world like? • How does the physical environment affect our lives? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary seasons cardinal direction communication/transportation weather reduce/reuse/recycle Assurance I will know how weather and natural resources. Statements I will know ways people in different places are connected. TEKS and Content Suggested Resources Geography. The student understands various physical and human characteristics. The student is expected My World: Chapter 3: Looking at Our World to: Lesson 5 Our Environment pgs. 116-121 (1.6A) identify and describe the physical characteristics of place such as landforms, bodies of water, Reading Skills: Main Idea and Details pgs. 122-123 natural resources, and weather; Lesson 6 Getting From Here to There pgs. 124-127 Chapter 3 TEKS Practice pgs. 128-131 Locate Places on Maps and Globes Places – the community, Texas, United States Texas Treasures- Examples to Use – regional maps, state maps, U.S. map, North America map, World Map, Globe Unit 5: What's the Weather p.83, Dangerous Storms p. 94, Stormy Weather p. 86, Leveled Physical Characteristics of Place Readers What will the Weather Be?, Time for Kids:  Features of the Earth that result from climatic and tectonic processes Dangerous Storms p.94  Landforms – features of Earth’s surface (plains, mountains, deserts, hills, valleys, coastal regions) Texas Treasures-  Bodies of water – water accumulates in natural or man-made depressions (tanks, ponds, lakes, Unit 6: National Parks p.36 oceans, rivers) Literature Link- Geography. The student understands various physical and human characteristics. Sunshine Makes the Seasons by Franklyn M. (1.6C) identify and describe how the human characteristics of place such as shelter, clothing, food, and Branley activities are based upon geographic location. Down Comes the Rain by Franklyn M. Branley Flash, Crash, Rumble and Roll by Franklyn M. Human characteristics of places include the types of houses people build, the ways they earn a living, the Branley games children play, the languages people speak, their religious beliefs, their ethnicity, the daily The Reason for Seasons by Gail Gibbons schedules they follow, the foods they eat, and how they govern themselves. Weather Words and What They Mean by Gail Human Characteristics of Place influenced by geographic factors: Gibbons  Shelter (types of houses)

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 Clothing Oh Say Can You Say What’s the Weather Today? by  Food Tish Rabe  Activities (ways of earning a living, games children play, recreation) The Three R’s: Reuse, Reduce, Recycle (What Do Cardinal Directions – north, south, east, west You Know About? Books) by Nuria Roca It’s ! by Mercer Mayer Geography. The student understands various physical and human characteristics. The student is expected The Lorax- Dr. Seuss to: (1.6B) identify examples of and uses for natural resources in the community, state, and nation; Technology: US: “How Location Affects Life: Different Areas, Examples & Uses for Natural Resources Climate, Latitude and Longitude”: “How Location Natural Resources Affects Life, A First Look: Weather”  Examples – water, soil, vegetation, minerals, metals, trees Create a powerpoint in openoffice impress  Energy examples – oil, coal, lumber, natural gas, solar power, water illustrating landform characteristics (TT 4D)  Mineral examples – gold, copper, lead, iron, mercury, nickel, silver, tungsten, zinc Activities- Process Standards 1. Students create a chart of the weather for (4) Geography. The student understands the relative location of places. The student is expected to: a set period of time. Ex. Week, month (A) locate places using the four cardinal directions; Make four sections on paper. Students illustrate each season in each section. (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (A) create and use simple maps such as maps of the home, classroom, school, and community (B) locate the community, Texas, and the United States on maps and globes.

(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; (C) sequence and categorize information.

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create and interpret visual and written material.

CCRS: IA1-Use the tools and concepts of geography appropriately and accurately

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English Language Proficiency Standard (ELPS) 1.A.1 Use prior knowledge to understand meanings in English. 1.D Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known). 1.F Use accessible language and learn new and essential language in the process.

2.D.1 Monitor understanding of spoken language during classroom instruction and interactions. 2.I.2 Demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs.

4.F.1 Use visual and contextual support to read grade-appropriate content area text. 4.F.2 Use visual and contextual support to enhance and confirm understanding. 4.F.6 Use support from peers and teachers to read grade-appropriate content area text

TEKS Verb Content Geography The student understands various physical and human characteristics. 1.6A* Identify and describe Physical characteristics of place • Landforms • Bodies of water • Natural resources • Weather Geography The student understands various physical and human characteristics. 1.6B* Identify Use of natural resources in the community, state, and nation Geography The student understands various physical and human characteristics. 1.6C* Identify and describe How the human characteristics of place, are based upon geographic location • Shelter • Clothing • Food • Activities

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Week 4.6 Unit Dates Important Dates: Economics: Needs & Wants – Goods & Services April 23 – 27 Enduring Understandings Essential Questions Goods and services meet the needs and wants of individuals and communities. • How do people get what they need? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary money goods needs services wants shelter Assurance I will know how needs and wants are different. Statements I will know what goods and services are. TEKS and Content Suggested Resources Economics. The student understands how families meet basic human needs. The student is expected to: My World: Chapter 2: Work in the Community (1.7A) describe ways that families meet basic human needs; Lesson 1: What We Need, What We Want pgs. 58- 61 Meeting Basic Needs Lesson 2: Goods and Services pgs. 62-65 • Food – grow, work to make a living to buy, trade Collaboration & Creativity: Decision Making pgs. • Clothing – make, work to make a living to buy, trade 66-67 • Shelter – build, share, work to make a living to rent/buy Literature Link - Economics. The student understands how families meet basic human needs. The student is expected to: What Are Goods and Services by Carolyn Andrews (1.7B) describe similarities and differences in ways families meet basic human needs. Goods and Services (First Facts) by Janeen R. Adil What Do We Buy? A Look at Goods and Services Economics. The student understands the condition of not being able to have all the good and services one (Lightning Bolt Books: Exploring Economics) by wants. The student is expected to: Robin Nelson (1.8A) identify examples goods and services in the home, school, and community; Nona Meets Her Match by Tomie dePaola Do I Need It? Or Do I Want It? Making Budget Good and Services- meet the needs of communities and individuals who purchase items to meet wants Choices by Jennifer Larson and needs. Needs and Wants by Susan Ring ● Markets are established to deliver goods to individuals and communities. Lily Learns about Wants and Needs by Lisa Bullard ● Basic needs for food, water, shelter, and clothing are met through markets. Identify Goods & Services Technology- Goods – a physical product; things people can touch and feel US: Production Workers and the Goods They  Examples of goods in the home: food, toys, computer, clothes, sink Make, Service Workers and the Services They  Examples of goods in the school: food, books, desks, pencils, computers Provide  Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights Brain Pop Jr.

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Services – non-tangible things provided by people to other people Social Studies: Needs and Wants  Services in the home: take out the trash, walk the dog, set the table Social Studies: Goods and Services  Services in the school: safety patrol, PTA volunteers  Government Services in the community: police department, fire department, trash collecting Pebble Go Social Studies – All About Money – Needs and Process Standards Wants, Goods and Services (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Activities- (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, 1) Students provide a good for another person. electronic media, maps, literature, and artifacts; and 2) Students make pictures to sell in a school store. (C) sequence and categorize information. 3) Students provide services for classmates (sharpen pencils, straighten desks, pick up items on (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is floor, straighten book baskets, etc.) expected to: 4) Students create a plan for providing services in (A) express ideas orally based on knowledge and experiences; the classroom and their home. (B) create and interpret visual and written material. 5) Students sort pictures of goods and services

(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.

CCRS: ID1-Identify and evaluate the strengths and weaknesses of different economic systems ID2- Analyze the basic functions and structures of international economics

English Language Proficiency Standard (ELPS) 2.C.3 Learn basic vocabulary heard during classroom instruction and interactions. 3.G.2 Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics. 4.C.1 Develop basic sight vocabulary used routinely in written classroom materials.

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TEKS Verb Content Economics The student understands how families meet basic human needs. 1.7A* Describe Ways families meet basic human needs Economics The student understands how families meet basic human needs. 1.7B Describe Similarities and differences in ways families meet basic human needs Economics The student understands the condition of not being able to have all the good and services one wants. 1.8A Identify Examples goods and services in the • Home • School • Community

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Week 4.7 Unit Dates Important Dates: Economics: Choices April 30 – May 4 Enduring Understandings Essential Questions Goods and services meet the needs and wants of individuals and communities. • How do people get what they need? People usually want more things than they can have, so they have to decide • Can we buy everything we want and need? what to buy. Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary money buy & sell consumer choice producer market scarce trade Assurance I will know how needs and wants are different. Statements I will know what goods and services are. TEKS and Content Suggested Resources Economics. The student understands the condition of not being able to have all the goods and services My World: Chapter 2: Work in the Community one wants. The student is expected to: Lesson 3: Why We Make Choices pgs. 68-71 (1.9C) identify examples of choices families make when buying goods and services. Reading Skills: Cause and Effect pgs. 72-73 Lesson 4: Buying and Selling pgs. 74-77 Good and Services- meet the needs of communities and individuals who purchase items to meet wants Collaboration & Creativity: Decision Making pgs. and needs. 66-67 ● Markets are established to deliver goods to individuals and communities. ● Basic needs for food, water, shelter, and clothing are met through markets. Activities in Canvas - Producers and Consumers (Major Grade) Identify Goods & Services Goods – a physical product; things people can touch and feel Literature Link -  Examples of goods in the home: food, toys, computer, clothes, sink What Are Goods and Services by Carolyn Andrews  Examples of goods in the school: food, books, desks, pencils, computers Goods and Services (First Facts) by Janeen R. Adil  Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights What Do We Buy? A Look at Goods and Services (Lightning Bolt Books: Exploring Economics) by Services – non-tangible things provided by people to other people Robin Nelson  Services in the home: take out the trash, walk the dog, set the table Nona Meets Her Match by Tomie dePaola  Services in the school: safety patrol, PTA volunteers Do I Need It? Or Do I Want It? Making Budget  Government Services in the community: police department, fire department, trash collecting Choices by Jennifer Larson Needs and Wants by Susan Ring Lily Learns about Wants and Needs by Lisa Bullard

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Choices Families Make When Buying Goods and Services Do we really need this? Technology-  Yes, we need this to meet our basic needs. US: Production Workers and the Goods They  We do not need this, but it would be fun to have. Make, Service Workers and the Services They Is this the best value for our money? Provide

Economics. The student understands the condition of not being able to have all the good and services one Brain Pop Jr. wants. The student is expected to: Social Studies: Needs and Wants (1.8B) identify ways people exchange goods and services; Social Studies: Goods and Services

Economics. The student understands the condition of not being able to have all the good and services one Pebble Go wants. The student is expected to: Social Studies – All About Money – What is (1.8C) identify the role of markets in the exchange of goods and services. Money? History of Money, Making Choices, Consumers and Producers, Scarcity Ways People Exchange Goods and Services  People buy goods at stores or sell what they make. Activities-  People can exchange a service for a good. (ex. a student helps another student with homework 1) Students provide a good for another person. in exchange for a hamburger) 2) Students make pictures to sell in a school store. 3) Students provide services for classmates Role of Markets (sharpen pencils, straighten desks, pick up items on • Market – a location or mechanism (telephone or Internet) which brings buyers and sellers floor, straighten book baskets, etc.) together 4) Students create a plan for providing services in • Markets are important because they provide a way for people to buy and/or sell goods and the classroom and their home. services. (ex. eBay or a store that lets you sell or trade games, movies, books, etc.) 5) Students sort pictures of goods and services • Producers and Consumers- meet their needs and wants and provide goods and services to communities and individuals Markets are established to deliver goods to individuals and communities. ● Basic needs for food, water, shelter, and clothing are met through markets. ● The exchange of money for goods and services allows individuals and communities to purchase needed services and goods. ● Barbers, house painters, and builders provide services. ● Cattle ranchers (beef), farmers (fresh produce), and dairy farmers (milk) provide goods to be purchased.

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Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: (1.9A) identify examples of people wanting more than they can have;

Examples of People Wanting More Than They Can Have • Concept of scarcity (of money or goods) • Concepts of wants/needs • Borrowing money to buy something • Spending more than what you earn or more than you can afford

Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: (1.9B) explain why wanting more than they can have requires that people make choices;

Why Wanting More Than You Can Have Requires Choices • Wants may cost more than people can afford. • People have to choose between what they want and what they can afford. • Wants are usually optional; needs must be met first. • Opportunity costs

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and (C) sequence and categorize information.

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create and interpret visual and written material.

CCRS: ID1-Identify and evaluate the strengths and weaknesses of different economic systems ID2- Analyze the basic functions and structures of international economics

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English Language Proficiency Standard (ELPS) 2.C.1 Learn new language structures heard during classroom instruction and interactions.

4.D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text. 4.E Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. 4.F.8 Use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language. 4.G.4 Demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

TEKS Verb Content Economics The student understands the condition of not being able to have all the good and services one wants. 1.8B* Identify Ways people exchange good and services Economics The student understands the condition of not being able to have all the good and services one wants. 1.8C* Identify The role of markets in the exchange of goods and services Economics The student understands the condition of not being able to have all the goods and services one wants. 1.9A Identify Examples of people wanting more than they can have Economics The student understands the condition of not being able to have all the goods and services one wants. 1.9B Explain Why wanting more than they can have requires that people make choices Economics The student understands the condition of not being able to have all the goods and services one wants. 1.9C Identify Choices families make when buying goods and services

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Week 4.8 Unit Dates Important Dates: Economics: Spending & Saving – Jobs May 7 – 11 Enduring Understandings Essential Questions People work at jobs to create the goods and services we want and need. • How do people get what they need? • How do we satisfy our needs and wants? Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary jobs save borrow Assurance I will know how people spend and save money. Statements I will know people work at jobs. TEKS and Content Suggested Resources Economics. The student understands how families meet basic human needs. The student is expected to: My World: Chapter 2: Work in the Community (1.7A) describe ways that families meet basic human needs; Lesson 5: Spending and Saving pgs. 78-81 Lesson 6: Jobs People Do pgs. 82-87 Meeting Basic Needs Chapter 2 TEKS Practice pgs. 88-91 • Food – grow, work to make a living to buy, trade • Clothing – make, work to make a living to buy, trade Literature Link – • Shelter – build, share, work to make a living to rent/buy Cowboy Bunnies by Christine Loomis Dancin’ in the Kitchen by Marjorie Priceman Economics. The student understands the condition of not being able to have all the goods and services Who’s Buying? Who’s Selling? Understanding one wants. The student is expected to: Consumers and Producers (Lightning Bolt Books by (1.9C) identify examples of choices families make when buying goods and services. Jennifer S. Larson Arthur's Pet Business by Marc Brown, Economics. The student understands how families meet basic human needs. The student is expected to: Caps for Sale by E. Slobodkina, Strega (1.7B) describe similarities and differences in ways families meet basic human needs. *Explain what a peddler is for this book. What Can You Do with Money? Earning, Spending, Economics. The students understand the concept of goods and services. The student is expected to: and Saving (Lightning Bolt Books) by Jennifer S. (1.8B) identify ways people exchange goods and services; Larson

Ways People Exchange Goods and Services Social Studies Weekly-  People buy goods at stores or sell what they make. 3rd Quarter Week 16: Communities  People can exchange a service for a good. (ex. A student helps another student with homework in exchange for a hamburger)

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Economics. The students understand the concept of goods and services. The student is expected to: Technology- (1.8C) identify the role of markets in the exchange of goods and services. US: Production Workers and the Goods They Make, Service Workers and the Services They Role of Markets Provide • Market – a location or mechanism (telephone or Internet) which brings buyers and sellers together Pebble Go • Markets are important because they provide a way for people to buy and/or sell goods and Social Studies – All About Money – Saving Money, services. (ex. eBay or a store that lets you sell or trade games, movies, books, etc.) Earning Money

Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: Brain Pop Jr. (1.9A) identify examples of people wanting more than they can have; Social Studies – Saving and Spending

Why Wanting More Than You Can Have Requires Choices Activities – • Wants may cost more than people can afford. 1) Students sort cards of producers and consumers • People have to choose between what they want and what they can afford. 2) Students create a product to sell • Wants are usually optional; needs must be met first. • Opportunity costs

Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: (1.9B) explain why wanting more than they can have requires that people make choices;

Why Wanting More Than You Can Have Requires Choices • Wants may cost more than people can afford. • People have to choose between what they want and what they can afford. • Wants are usually optional; needs must be met first. • Opportunity costs

Choices Families Make When Buying Goods and Services Do we really need this?  Yes, we need this to meet our basic needs.  We do not need this, but it would be fun to have. Is this the best value for our money?

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Economics. The student understands the value of work. The student is expected to: (1.10A) describe the components of various jobs and the characteristics of a job well performed; and

Economics. The student understands the value of work. The student is expected to: (1.10B) describe how specialized jobs contribute to the production of goods and services.

Process Standards (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and

(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create and interpret visual and written material.

CCRS: ID1-Identify and evaluate the strengths and weaknesses of different economic systems ID2- Analyze the basic functions and structures of international economics

English Language Proficiency Standard (ELPS) 4.G.3.4 Demonstrate comprehension of increasingly complex English by responding to questions, and taking notes commensurate with content area and grade level needs

TEKS Verb Content Economics The student understands how families meet basic human needs. 1.7A* Describe Ways that families meet basic human needs Economics The student understands how families meet basic human needs. 1.7B Describe Similarities and differences in ways families meet basic human needs Economics The students understand the concept of goods and services. 1.8B* Identify Ways people exchange goods and services Economics The students understand the concept of goods and services. 1.8C* Identify Role of markets in the exchange of goods and services. Economics The student understands the condition of not being able to have all the goods and services one wants.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

1.9A Identify Examples of people wanting more than they can have Economics The student understands the condition of not being able to have all the goods and services one wants. 1.9B Explain Why wanting more than they can have requires that people make choices Economics The student understands the condition of not being able to have all the goods and services one wants. 1.9C Identify Examples of choices families make when buying goods and services Economics The student understands the value of work. 1.10A Describe Components of various jobs and characteristics of a job well performed Economics The student understands the value of work. 1.10B Describe How specialized jobs contribute to the production of goods and services

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

Week 4.9 and 4.10 Unit Dates Important Dates: Social Studies Review - Research Study May 14 – 25 – May 28 End of Year Activities – May 29-31 Last Day of School – May 31 Enduring Understandings Essential Questions

Assurance Vocabulary from Kindergarten Assurance Words Unit Vocabulary timeline document primary Source event secondary Source year past/present/future order Assurance I can use sources to study and find information about a topic or person. Statements TEKS and Content Suggested Resources Possible Research Topics Sites/ Places where to get research from • Presidents -Gov.org • Holidays -pebblego.com • Influential people -http://www.kidzsearch.com/ • Natural Resources • Landforms http://www.kidfriendlysearch.com/Kid_Friendly.ht • Inventors/ Inventions m

Teacher Note: Use this time to review Social Studies concepts taught this year. http://www.kidfriendlysearch.com/Social_Studies.  Carousel Review – post unit topics on flip chart paper and have students work in groups to write htm down what they remember about each topic. apps and programs that could be used for putting  Assign or have students’ select research topics from the carousel review. the project together -Word Social Studies Process Skills -PowerPoint 17) Social studies skills. The student applies critical-thinking skills to organize and use information - Sock poppet acquired from a variety of valid sources, including electronic technology. The student is expected to: - Animoto (A) obtain information about a topic using a variety of valid oral sources such as conversations, refer to this link interviews, and music; http://cooltoolsforschools.wikispaces.com/Prese (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, ntation+Tools electronic media, maps, literature, and artifacts; and (C) sequence and categorize information.

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Conroe ISD Social Studies: 1st Grade 2017-2018 Scope and Sequence

18) Social Studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; and (B) create and interpret visual and written material.

19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

English Language Proficiency Standard (ELPS) 2.D.1 Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 4.C.1 Develop basic sight vocabulary, derive meaning of environmental print

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