Grade 1 (2025)

Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.

There are significant individuals, historical events, and symbols that are important to American cultural identity. 

A citizen is a member of a community or group. Students are citizens of their local and global communities. 

People create governments in order to create peace and establish order. Laws are created to protect the rights and define the responsibilities of individuals and groups.

The location and place of physical features and man-made structures can be described and interpreted by using symbols and geographic vocabulary.

People and communities depend on and modify their physical environment in order to meet basic needs.

Families have a past and change over time. There are different types of documents that relate family histories.

Historical sources reveal information about how life in the past differs from the present.

People have many economic wants and needs, but limited resources with which to obtain them.

People make economic choices as producers and consumers of goods and services.

Families are a basic unit of all societies, and different people define family differently.

People and families share their customs and traditions, which creates a multicultural community.

Awareness of America’s society fosters intercultural understanding.

The study of historical events, historical figures, and folklore enables Americans, who have different cultural backgrounds, to feel connected to a common national heritage.

The Pledge of Allegiance and patriotic songs play an important role in understanding and examining the Nation’s history, values, and beliefs.

An engaged and active citizen participates in the activities of the group or community and makes positive contributions.

Traits of a responsible citizen include respecting others, behaving honestly, helping others, obeying rules and laws, being informed, and sharing needed resources.

As global citizens, we are connected to people and cultures beyond our own community and nation, and we have a shared responsibility to protect and respect our world.

Rules and laws are developed to protect people’s rights and for the safety and welfare of the community.

Governments exist at the local, state, and national levels to represent the needs of the people, create and enforce laws, and help resolve conflicts.

Children can participate in problem-solving, decision-making, and conflict resolution within their home, school, and community.

Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to the next, provide directions, or trace important routes.

Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers

Symbols are used to represent physical features and man-made structures on maps and globes.

People and communities depend on the physical environment for natural resources.

Roads, dams, bridges, farms, parks, and dwellings are all examples of how people modify the physical environment to meet needs and wants.

People interact with their physical environment in ways that may have a positive or a negative effect.

Personal and family history is a source of information for individuals about the people and places around them.

Families change over time, and family growth and change can be documented and recorded.

Families of long ago have similarities and differences with families today.

Sequence and chronology can be identified in terms of days, weeks, months, years, and seasons when describing family events and histories.

Various historical sources exist to inform people about life in the past, including artifacts, letters, maps, photographs, and newspapers.

Oral histories, biographies, and family timelines relate family histories.

Scarcity means that people’s wants exceed their limited resources.

Families and communities must make choices due to unlimited needs and wants, and scarce resources; these choices involve costs.

People use tools, technologies, and other resources to meet their needs and wants.

Goods are consumable, tangible products; services are actions performed by a person or group of people with a certain skill.

A producer makes goods or provides a service, while a consumer uses or benefits from the goods or services.

People and families work to earn money to purchase goods and services that they need or want.

People make decisions about how to spend and save the money that they earn.

Students will gather, interpret, and use evidence to identify family characteristics present in stories. 

Students will gather, interpret, and use evidence to describe customs and traditions present in multicultural communities. 

Students will use comparison and contextualization skills to identify similarities and differences between communities. 

Students will gather, interpret, and use evidence to identify the significance of events and people in the study of historical events, historical figures, and folklore.

Students will use comparison and contextualization skills to recognize how national holidays connect Americans to a common national heritage. 

Students will gather, interpret, and use evidence to understand how the Pledge of Allegiance and patriotic songs contribute to the understanding of the Nation’s history, values, and beliefs.

Students will use civic participation skills to participate and make positive contributions during group activities.

Students will use civic participation skills to explain the traits of a responsible citizen and model actions that demonstrate respect to others.

Students will use civic participation skills to identify ways people can share responsibility to protect and respect the world.

Students will use civic participation skills to explain the purpose of rules and laws within school and community.

Students will use civic participation skills to recognize how different levels of government represent the needs of people, create and enforce laws, and help resolve conflicts.

Students will use civic participation skills to contribute to problem-solving, decision-making, and the resolving of conflicts within home, school, and community.

Students will use geographic reasoning to describe locations and routes on published and student-created maps using legends and cardinal directions.

Students will use geographic reasoning to locate important places in the school, community, state, and nation on published and student-created maps.

Students will use geographic reasoning to determine the meaning of symbols represented on published and student-created maps.

Students will use geographic reasoning to identify natural resources required to meet basic needs.

Students will use geographic reasoning to describe how the physical environment of their community has been modified to meet needs and wants.

Students will use geographic reasoning to identify positive and negative effects human interactions can have on the physical environment.

Students will use chronological reasoning and causation skills to identify and sequence events of the past and present in their personal or family life.

Students will use chronological reasoning and causation skills to identify change over time in their personal or family life and demonstrate how change can be documented and recorded using a timeline.

Students will use comparison and contextualization skills to compare and contrast families of the past with their family in the present.

Students will use chronological reasoning and causation skills to describe family events and histories with sequence and chronological terms.

Students will gather, interpret, and use evidence, such as artifacts, letters, maps, photographs, and newspapers to study and explain characteristics of life in the past.

Students will gather, interpret, and use evidence, such as oral histories, biographies, and family timelines to describe family histories.

Students will use economic reasoning to identify examples of scarcity.

Students will use economic reasoning to explain how scarcity affects choices and identify the costs and benefits of those choices.

Students will use economic reasoning to describe how people use tools, technologies, and other resources to meet their needs and wants.

Students will use economic reasoning to identify examples of goods and services.

Students will use economic reasoning to identify examples of producers and consumers.

Students will use economic reasoning to explain how people earn money to purchase goods and services they need or want.

Students will use economic reasoning to identify decisions people make to save or spend money.