Social Studies - 1st Grade (2024)
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Core Standards of the Course
Strand 1: History
Students will examine important events and historical figures in the community, state, and nation.
- Why is it important to ask questions about and remember events from the past?
- Why do people often see things from different points of view, and how do we show respect for different points of view or opinions?
- How are our personal histories shaped by our families and communities?
- What are primary sources, and why is it important to use them?
- Whom do we honor in United States history?
Explain why people may see historical events from different points of view.
Summarize the contributions of a diverse range of historical figures and groups in their community, state, and nation, and evaluate their significance (for example, figures might be chosen based on their examples of honesty, integrity, morality, civility, duty, honor, service, respect, obedience to law).
Use primary sources (for example, artifacts and documents such as photographs, newspapers, speakers, stories, songs) to make inferences about why certain events in history are remembered.
Create a primary source to show how their personal histories are shaped by family, school, and community (for example, timeline, interview, artifact collection, recipe book).
Strand 2: Geography
Students will use geographic tools and map skills to explore the ways geography, climate, and natural resources affect the way people live and work.
- How does food that does not grow in our state end up in our lunchroom and homes?
- Which geographic features are made by humans, and which are natural?
- What are some of the reasons people or animals move from place to place?
- How do geography, climate, and natural resources affect the way people live and work (for example, crops that can be grown in Utah and why they can be grown there)?
Construct a simple map of a neighborhood, classroom, school, or the setting of a story.
Differentiate between natural and engineered geographical features in an area (for example, engineered geographic features include highways, bridges, airports, railroads, buildings, dams, reservoirs).
Use maps and globes to locate their local community, Utah, the United States, the seven continents, and the five oceans (that is, Africa, Antarctica, Asia, Australia, Europe, North America, South America; Antarctic [Southern] Ocean, Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean).
Explain the reasons that people, animals, and goods move.
Strand 3: Civics
Students will analyze their role as citizens in a school and a community.
- How do rules and laws affect your family, your school, and your community?
- What are the roles and responsibilities of citizens and government in your community?
- What makes someone a good leader?
- What purposes do symbols serve, and how can symbols unite a community?
Compare how classroom rules are similar to laws in the community.
Identify the ways that people can function as members of a school and/or community by sharing principles, goals, and traditions.
Explain how diverse community groups work together to accomplish common tasks, solve problems, and fulfill responsibilities.
Identify the symbols, landmarks, and essential documents of the school, community, state, and nation (including the national motto and state emblem). Demonstrate how to show respect for those items, including care and disposal of the United States flag.
Demonstrate characteristics of responsible citizenship (for example, respect others’ property, treat people with dignity, find solutions to conflicts, take responsibility for one’s actions, take care of school grounds).
Strand 4: Economics
Students will explain how to prioritize their economic wants and make basic financial decisions.
- How do people decide what is a want, and what is a need?
- What do people gain when they save, and what do they sacrifice?
- What does it mean to make a living?
Explain the costs and benefits of spending and saving in order to meet needs and wants.
Identify ways people make a living in the community.
Identify and explain the roles and contributions of consumers, producers, and distributors in the community.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE
and see the Social Studies website. For
general questions about Utah's Core Standards contact the Director
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State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
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