Grade 1 Social Studies Unit 4 Geography Title 4 th Six Weeks 32 Days Suggested Time Frame Big Ideas/Enduring Understandings Time and Chronology are basic skills required to understand our past. Using tools of geography helps us understand the world we live in. When are past, present, and future? Guiding Questions How do we measure time? (Clock, calendar, timeline) How long are a day, week, month, and year? How do we use cardinal directions to find places on a map? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question Coming Soon The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS
Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; George Washington, Commander and Chief of the Continental Army and first president of the United States Abraham Lincoln, 16 th president of the United States presided from 1861 1865 through the entirety of the Civil War Martin Luther King Jr. leader of the modern civil rights movement and Nobel Peace Prize winner. Contribution is something that is given. Historical figure is an important person in history. Influence is the power affecting a person, thing, or course of events. Biographies below: George Washington Abraham Lincoln Martin Luther King Jr. What contributions did George Washington, Abraham Lincoln, and Martin Luther King, Jr. make that influenced the community, state, and nation? Contribution, historical figures, influence *George Washington, *Abraham Lincoln, and Martin Luther King Jr What is Martin Luther King, Jr. Day? By Margot Barker. Children's, 1990. A Picture Book of Martin Luther King Jr. by David A. Adler Martin Luther King Jr. Marching for Equality by Stephanie E. Macceca Lincoln's Birthday and Washington's Birthday by Dennis Fradin. Enslow, 1990. A Picture Book of George Washington by David A. Adler Let s Read About George Washington by Kimberly Weinberger George Washington Our First President by Garnet Jackson A Picture Book of Abraham Lincoln by David A. Adler Abraham Lincoln by Cassie Mayer
Let s Read About Abraham Lincoln by Sonia Black Ask students to explain what would happen if we did not have rules at home and school. What would happen if their parents did not know what time school was going to be over each day? What happens in class when we do not take turns? For instance, when everyone is talking out loud in class Have students interview family members about why they think Martin Luther King, Jr. Day, 4th of July, and Veteran's Day are important observances. Ask the students to report the results of their interviews to the class. United Streaming: Holiday Facts and Fun: Martin Luther King Day President s Day: Washington and Lincoln Lessons
( 2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation. A graphic organizer such as a Venn Diagram or a T chart will help students make the required comparisons. Compare Historical figures Individuals Influence Community State Nation (all of the above should be linked, if possible) A graphic organizer such as a Venn Diagram or a T chart will help students make the required comparisons. Lessons
(3) History. The student understands the concepts of time and chronology. The student is (A) distinguish among past, present, and future; Students must first be able to define and them show the difference between past, present and future. Past = before Present= now Future= later When are past, present, and future? Distinguish Past Present Future Highlight the vocabulary on a "word wall" or another appropriate place in the classroom and encourage students to use the words in their daily conversations, such as: Yesterday we (Past) Today we will.(present) Tomorrow I am (Future) Students may create their own timeline (calendar) using pictures or events from the school day or their own personal experience. Unitedstreaming: Maps Background/ Extra information
(3) History. The student understands the concepts of time and chronology. The student is (B) describe and measure calendar time by days, weeks, months, and years; and Students learn to use a monthly calendar in the classroom; they are demonstrating an understanding of chronology and sequence. Help students understand that a calendar is a timeline. Incorporate the teaching of this objective into the daily routine, encouraging students to use appropriate vocabulary and reminding them that they are using a timeline every time they use a calendar. Students do not often connect the two skills. Describe Calendar Timeline day week month year A Picture Book of by David A. Adler (these books have a timeline of the person s life in the back of each book) Rodeo Time by Stuart J. Murphy How do we measure time? (Clock, calendar, timeline) How long are a day, week, month, and year? Daily Calendar Routine Standard Deviants School ESL : Vocabulary: Days and Months Maps Background/ Extra information (3) History. The student understands the concepts of time and chronology. Students must create their own timeline (calendar). Create Calendar Timeline
The student is (C) Create a calendar and simple timeline. Students must create their own timeline (calendar) Maps Background/ Extra information (4) Geography. The student understands the relative location of places. The student is (A) locate places using the four cardinal directions; and Location and directions Cardinal directions are: North South West East There are five (5) themes of geography. One of those themes is Location which answers the question Where is a place? Relative location is part of this theme and describes the location of a place or person in relationship to another fixed point. Locate Cardinal Directions North South West East We Need Directions by Sarah De Capua Up North and Down South Using Map Directions by Gonzales and Doreen Teaching students a rhyme such as "Never Eat Sour Watermelon" or "Never Eat Slimy Worms" to help them remember
Cardinal directions are used to determine relative location. both the compass rose and the cardinal directions. Put cardinal direction signs on the walls of your classroom and use those to give students directions or "play" directional games such as: Move two steps north and three steps west. Choose a partner by taking the hand of the person standing just west of you. Have students use cardinal directions when locating objects in the classroom. For example: The windows are on the south wall of our room. The pencil sharpener is on the east wall near the blackboard. Emphasize cardinal directions in normal usage for the students such as their street address or the school location might be on North or South ; the school playground is on the east side of the school; the sun rises in the east and sets in the west. United Streaming:
Peep and the Big Wide World: Wandering Beaver/Peep s New Friend (Directions/Map) Maps Background/ Extra information Chronology refers to putting events in order based on the order (time) in which they occurred. (4) Geography. The student understands the relative location of places. The student is (B) describe the location of self and objects relative to other locations in the classroom and school. Relative location is part of the theme Location and describes the where a place or person is in relationship to a fixed point. Using self as the fixed point and using cardinal directions such as: I am on the west side of the classroom and the cafeteria is far from here. It is on the north side of the building. The playground is on the west side of the school. We get there by going out the door near our classroom and turning right. Relative Location is introduced in kindergarten using words near, far, up, down, left, right. Describe Relative location Me on the Map by Joan Sweeney. Random House, 1996. Allow student "guides" to give directions to students in the classroom using relative location. Their instructions might begin as: Move to the door on your right, which is on the north side of the room. Follow me north into the hallway.
Turn east (right) and go 10 steps, and so on... Given a map of the school, ask students to describe the relative location of certain key places such as the library, office, cafeteria, restroom to their classroom. Lessons Background/ Extra information (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, Students create maps of: A room in their home Classroom School Neighborhood/community Students use maps their own and printed maps of the school, community/neighborhood, city and/or state. Interpret maps to determine location of key places. Create Map Location As the Roadrunner Runs: A First Book of Maps and by Gail Hartman. Simon & Schuster, 1994. As the Crow Flies: A First Book of Maps by Gail Hartman. Simon & Schuster, 1993. A Week of Raccoons by Gloria Whelan. Alfred A. Knopf, Inc., 1988. Treasure Map by Stuart J. Murphy There s A Map On My Lap by Tish Rabe
and community; and There are five (5) themes of geography. Location which answers the question Where is a place? has two sub themes: Relative location (see previous objectives) Absolute location introduced in this objective using maps. Follow That Map! A First Book of Mapping Skills by Scott Ritchie Where Do I Live? By Neil Chesanau Map Keys by Rebecca Aberq My Map Book by Sara Fanelli My Neighborhood: Places and Faces by Lisa Bullard Have students draw a "Treasure Map" showing the location of an object in the classroom or a place in (or around) the school. Have them give their map to another group of students and ask the students to follow the classmates map to reach the "treasure". Provide a map to the students and ask them to locate places based on the map provided. The maps should represent the school, neighborhood and so on. Ask students to use the maps to describe the location of certain important places. Understanding and Making Maps: An Introduction The Scrambled States of America Beginning Maps: Models and Places Lessons
Background/ Extra information (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (B) locate the community, Texas, and the United States on maps and globes Students must be able to locate Amarillo, Texas and the United States on a flat map and a Globe Begin with identifying North America on both globes and flat maps. Locate Texas on maps of the United States. Locate Amarillo on maps of Texas. Stress the difference between North America continent United States country Texas state Amarillo city Locate Map Globe Maps and Globes by Jack Knowlton. Looking at Maps and Globes by Carmen Bredesan The use of maps and globes is a new skill for first graders. Use puzzle shapes or outline drawings of North America and other continents. Ask students to pick North America out by its shape. Transfer this skill to maps and globes. Focus on the unique shape of Texas to help students locate the state. Use atlas (print or electronic) programs with maps of the United States and Texas. Given maps of the world, United States and Texas the students can successfully locate North America on a world map; the United States on a map of North America;
Texas on a map of the United States; Amarillo on Texas maps. Using appropriate maps, reinforce cardinal directions, relative location, absolute location of North America, United States, Texas, and Amarillo and basic vocabulary by giving students questions such as: What continent is south of North America? What country is north of the United States? What state is east of Texas?... West of Texas? Is Amarillo in the east or west part of Texas? Lessons (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 (A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music; (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 (C) sequence and categorize information.