Grade One SS

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade One Social Studies
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • Responsive Classroom
  • School Community 
  • Economics - Apple Orchard Unit
  • Cultural Traditions – includes winter holidays in various countries including United States, China, Africa and Israel.
  • Links to the Past

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SOCIAL STUDIES
 GRADE: 1

Content Standards
Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. Applications of Social Studies Processes, Knowledge and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
A.1. Researching and Developing Positions on Current Social Studies Issues

Students identify and investigate research questions related to social studies by locating, organizing, and sharing information.
a. Identify research questions related to social studies.


Read about and discuss books on a variety of social studies topics including: Community,Customs Around the World, and Long Ago.


  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings 
 


b. Follow an established procedure for locating sources appropriate to reading level.
 





 


c. Locate and collect information for a specific purpose from sources including maps, photographs, charts and graphs.


Display artifacts from the era of the senior citizen.

Read and discuss Scholastic News articles that include maps, charts, and graphs.

Complete timelines of personal histories when studying the Long Ago unit.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


d. Organize findings.


Complete timelines of personal histories when studying the Long Ago unit.


  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


e. Share information gathered using oral and visual examples.


Display and share Long Ago timelines of personal histories.


  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Making Decisions Using Social Studies Skills and Knowledge

Students make individual and collaborative decisions on matters related to social studies using research and discussion skills.
a. Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.


Develop, practice, post and sign classroom constitution.  (class rules) 

Create and implement a list of classroom responsibilities. 

Participate in Morning Meeting to share ideas and artifacts.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills and relevant information.


Develop, practice, post and sign classroom constitution.  (class rules)
 

Create and implement classroom responsibilities. 

Make collaborative classroom decisions through classroom discussion and voting.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Taking Action Using Social Studies Knowledge and Skills

Students select and participate in a civic actionor service-learning project based on a classroom or school asset or need, and describe the project's potential civic contribution.
 


Participate in K-2 100th day food drive to benefit the local community.


  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B. Civics & Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
B.1. Knowledge, Concepts, Themes and Patterns of Civics/Government

Students understand key ideas and processes that characterize democratic government in the community and the United States.


a. Describe and provide examples ofdemocratic ideals.


Discuss events leading to pilgrim voyage. 

Compare our form of government to those during the times of Columbus and the Pilgrims. 

Locate and discuss the purpose of U.S. Constitution.  

Compare and contrast the U.S. Constitution to the classroom constitutions.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Recognize symbols, monuments, celebrations, and leaders of local, state, and national government.
  

 


c. Identify community workers and volunteers and the roles they play in promoting the common good.

Participate in visit from community firefighters. 

Identify the role of Health Helpers. 

Participate in York Police Department Child ID Day, 911 Red E. Fox presentations.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Rights, Duties, Responsibilities, and Citizen Participation in Government

Students understand the concepts of rights, duties, responsibilities, and participation.
a. Describe the exercise of classroom rights, duties, and responsibilities including how students participate in some classroom decisions and being obliged to follow classroom rules.


Develop, practice, post and sign classroom constitution.  (class rules)
 

Create and implement a list of classroom responsibilities.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.


Discuss, model, and implement conflict resolution using Responsive Classroompractices. 

Create and implement classroom rules and responsibilities.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Individual, Cultural, International and Global Connections in Civics and Government

Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.
a. Identify and compare their similar and differing interests and opinions students have related to classroom traditions and decisions.


Participate in Morning Meeting and have opportunities to share items and experiences.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.


Examine a variety of holiday cultures including: African Americans (Kwanzaa) Israel (Hanukkah), Chinese New Year and Christmas. 

Locate countries of holiday origins on a world map. 

Create projects representing the symbols of various holidays. 

Create a holiday portfolio including the above holidays and countries.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
C. Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.
C.1. Economic Knowledge, Concepts, Themes, and Patterns

Students understand the nature or economics as well as key foundation ideas.


a. Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.


Discuss, analyze and diagram the economic choice process during the apple orchard or similar learning activity focued on goods and services.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe how money is earned and managed in order to buy goods and services and save for the future.
        




         

 


C.2. Individual, Cultural, International and Global Connections in Economics

Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.
a. Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.


Participate in Thanksgiving food collection for local food pantry.

 

Sharing ideas and items at Morning M meeting
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe work and contribution of various groups to the economics of the local community in the past and present      

         

 


D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.
D.1. Geographic Knowledge, Concepts, Themes, and Patterns

Students understand the nature and basic ideas of geography.


a. Explain that geography is the study of the earth's surface and peoples.


Construct a schoolyard map that includes building characteristics, human characteristics and natural characteristics. 

Read and complete Scholastic News mapping activities. 

Explore schoolyard and estuaries. 

Categorize physical and human characteristics according to their habitat. 

Observe aerial views of estuaries

  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings 
 


b. Create visual representations of the immediate neighborhood and community.


Construct a schoolyard map that includes building characteristics, human characteristics and natural characteristics.
 

Complete N, S, E, W with playground map worksheets.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


c. Use basic maps and globes to identify local and distant places, and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.


Read and complete Scholastic News mapping activities.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
D.2. Individual, Cultural, International and Global Connections in Geography

Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.  
a. Identify the impacts of geographic features on individuals, families, and communities including Maine Native Americans, in the United States and various other nations.


         

 


E. History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United Sates, and world.
E.1. Historical Knowledge, Concepts, Themes, and Patterns

Students understand the nature of history as well as key foundation ideas.
a. Describe history as "stories" of the past.


Listen to and discuss a variety of historical stories.

Participate in classroom history events including read aloud, performances and speaking.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically based traditions.


Read about and discuss a variety of civic leaders including: Martin Luther King, US Presidents, and other historical figures.

Explore holiday customs (personal, local, and around the world).
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


c. Identify past, present, and future in stories, pictures, poems, songs or videos.


Compare personal timeline to school historical timelines.
 
Read Samuel Eaton's Day and Sarah Morton's Day and compare present day life to colonial meeting.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


d. Apply terms such as "before" and "after" in sequencing events.


Complete personal timeline for display and discussion in sequencing.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


e. Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.


Create a personal timeline of specific events. 

Compare personal timeline to school historical events.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
E.2. Individual, Cultural, International and Global Connections in History

Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.
a. Explain how individuals, families, and communities, share both common and unique aspects of culture, values and beliefs through stories, traditions, religion, celebrations, or the arts.


Study holiday traditions of various countries.
  • rubrics
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • student/parent conferences
  • newsletters
  • informational meetings
 


b. Describe traditions of Maine Native Americans and various historical and recent immigrant groups and tradition
informational meeting.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.