SPOTSYLVANIA COUNTY PUBLIC SCHOOLS 2016­2017 1st Grade Social Studies CURRICULUM PACING CHART Pacing: 45 days Pacing: 43 days Pacing: 48 days Pacing:44 days 1st 9 weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks 9 Days­ 8 Days­ 10 Days­ 10 Days­ 1.1 i 1.1 e, g 1.1 b, e, j 1.1 e, j 1.10 a, b, c, d, e, Civics: Traits of 1.2 c History: Life in Virginia Today 1.6 a,b Geography: Location, 1.7 Economics: Consumers, ​ ​ ​ ​ Good Citizenship and in the Past Climate, Physical Surroundings, and Producers, Goods, and Services Seasons 6 Days­ 10 Days­ 10 Days­ 1.1 i 1.1 b, c, j 6 Days­ 1.1 c, d, f, h 1.13 c Civics: Diversity 1.5 a Geography: Basic Map Symbols 1.1 j 1.8 Economics: Choices ​ ​ ​ 1.4 a History: George Washington ​ 5 Days­ 6 Days­ Day (Presidents’ Day) 10 Days­ 1.1 i 1.1 b, c, j 1.1 d, h 1.11 Civics: Respect for the American 1.5 b Geography: Using Cardinal 20 Days­ 1.9 Economics; Money and Saving ​ ​ ​ Flag Directions 1.1 e, g 1.3 a,b,c,d,e History: Influential 2 Days­ ​ 10 Days­ 11 Days­ People in the History of Virginia 1.1 j 1.4 b History: Independence Day 1.1 i, j 1.1 b, c, d ​ 1.12 a, b Civics: State Symbols 1.5 e Geography: Constructing 6 Days­ ​ ​ Simple Maps 1.1 a, b, j 12 Days­ 6 Days­ 1.2 a History: The Settlement of Review ​ 1.1 i 3 Days­ Virginia at Jamestown 1.13 b Civics: Making Contributions 1.1 b, c ​ to Communities 1.5 c Geography: Shape of the United 6 Days­ ​ States and Virginia 1.1 e, c 9 Days­ 1.2 b History:Famous Virginians: ​ 1.1 i 3 Days­ George Washington and Thomas 1.10 f Civics: Voting and 1.13a State 1.1 b, c Jefferson ​ ​ ​ and Local Governments 1.5 d Geography: Locate ​ Washington,D.C., the capital of the United States, and Richmond,the capital of Virginia 2 Days­ 1.1 j 1.4 c History: Martin Luther King, ​ Jr.Day Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia 1.1 The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Strand: a using artifacts and primary and secondary sources to develop an understanding of Virginia history; ​ ​ Resources, Essential Understandings Experiences may include, but are not limited to Activities and Extensions ● Post a picture of an early settlement and ask questions about why the people Using artifacts and primary and secondary created this type of shelter. sources includes making observations and ● Use an image and description of an historic home in Virginia to ask connections, asking questions, and reflecting. questions and make observation about how daily life was different from An artifact is an object or tool that reveals today. the past. ● Share a map of 1607 Virginia and a map of Virginia today and ask questions about how the maps compare. Key Vocabulary: A primary source is an artifact, document, ● Show an image of a job from Virginia’s past and compare it to a job in artifacts image, or other source of information that Virginia today. was created at the time under study. primary sources secondary A secondary source is a document, image, or sources other source of information that relates or discusses information originally presented document elsewhere. image Suggested Standards of 1.2a Learning Content Strands Cross­Curricular Connection Suggested Assessment(s): Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia 1.1 The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Strand: b using map skills to support an understanding of Virginia history ​ Resources, Essential Understandings Experiences may include, but are not limited to Activities and Extensions Maps help develop an awareness of where Viewing Maps of Virginia places are located in Virginia. ● Make simple observations about what the symbols represent. Maps use directionality and symbols to ● Identify landforms such as mountains. Identify the Atlantic Ocean. identify or indicate a location. ● Identify water features on a map. ● Illustrate why people settled near the rivers. Geographic information obtained from maps ● Use cardinal direction to describe how people traveled from one place to Key supports an understanding of Virginia history. another. Vocabulary: Using simple maps develops an awareness of Constructing Maps: map how places have changed from the past to the direction present in Virginia. ● Create a simple drawing of the classroom school or community. symbols ● Create/label a simple map of Virginia to show: where selected Virginians lived , the location of Washington, D.C. and Richmond location 1.2 a Suggested 1.5 a,b,c,d,e Standards of 1.6 a,b Learning Content Strands Cross­Curricular Connection Suggested Assessment(s): Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia 1.1 The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Strand: c using and creating graphs, diagrams, and pictures to determine characteristics of people ​ ​ Resources, Activities Essential Understandings Experiences may include, but are not limited to and Extensions ● Use a Venn diagram to organize information about goods and Graphs, diagrams, and pictures help services in Virginia. students develop an understanding of ● Create a symbol to represent the contributions of selected people, places, or events in Virginia individuals in the history of Virginia and organize them in a chart. history. ● Use a simple bar graph of seasonal temperatures to determine how the time of year affected the way people in Virginia met their basic wants. Key Vocabulary: ● Create a chart of Virginia symbols that includes the Virginia flag, graph the state capitol building, the state bird, and the state flower. diagram ● Conduct a survey to see which symbol students find most chart meaningful. Graph the results of the survey. survey ● Create a graphic organizer of jobs in Virginia from the past and the present. Suggested 1.5 a,b Standards of 1.8 Learning 1.2 b Content Strands Cross­Curricular Connection Suggested Assessment(s): Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible 1.1 citizenship by Strand: d d) asking appropriate questions to solve a problem ​ Resources, Activities Essential Understandings Experiences may include, but are not limited to and Extensions ● Ask a variety of questions before and after reading about influential Asking a variety of questions takes people or an event in the history of Virginia. learning further and deepens our ● Create interview questions to ask the early settlers of Virginia. understanding. ● Use images of different locations in Virginia to generate questions Asking questions involves making about those pictures. observations about the world and ● Ask questions about goods and services to determine what to choose framing them as inquiries to solve a and what to give up. Key Vocabulary: problem. observation question Suggested Standards of 1.5 e Learning 1.8 Content 1.9 Strands Cross­Curricular Connection Suggested Assessment(s): Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible 1.1 citizenship by Strand: e Comparing and contrasting people, places, or events in VA history ​ Resources, Activities Essential Understandings Experiences may include, but are not limited to and Extensions ● Create a class Venn diagram to compare the lives of famous Comparing and contrasting examine Virginians. similarities and differences among ● View maps and images of different locations in Virginia to compare people, places, or events. recreational activities. Communities in Virginia have different ● Create a class Venn diagram to compare how different holidays are physical and cultural characteristics. celebrated. ● Create a class chart of how selected jobs have changed over time. Key Vocabulary: compare contrast community physical characteristics cultural characteristics Suggested 1.2 b,c Standards of 1.3 a, b, c, d, e Learning 1.6 a,b Content 1.7 Strands Cross­Curricular Connection Suggested Assessment(s): Spotsylvania County Public Schools 2016­2017 Curriculum Guide 1st Grade Course: Introduction to History and Social Science: Focus on the Commonwealth of Virginia The Students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible 1.1 citizenship by Strand: f f) recognizing direct cause­and­effect relationships ​ Resources, Activities Essential Understandings Experiences may include, but are not limited to and Extensions ● Use information about the location, climate, and physical A cause­and­effect relationship is a surroundings of Virginia to discuss how each of these affect relationship in which one event (the the way people meet basic needs such as the foods they eat, cause) makes another event happen the clothing they wear, and the kinds of houses they build. (the effect). ● Describe how the relationship between Pocahontas and the Identifying cause­and­effect Jamestown settlers affected the success of the Jamestown Key Vocabulary: relationships helps us understand settlement. cause specific events in Virginia history. ● Discuss how the traits of a good citizen affect classroom effect Cause­and­effect relationships can be activities.