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Social Studies Standards Grade: 1 1. History 2. People in Societies 3. Geography 4. Economics 5. Government 6. Citizenship Right and Responsibilities 7. Social Studies Skills and Methods History Time, Community and Change Activities :

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Social Studies StandardsGrade: 1

  • 1. History

  • 2. People in Societies

  • 3. Geography

  • 4. Economics

  • 5. Government

  • 6. Citizenship Right and Responsibilities

  • 7. Social Studies Skills and Methods


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HistoryTime, Community and Change

Activities:

  • {Recite months of the year}Birthday Time! Each student will design a cake with their birthday month on it. The cakes will be hung around the room in order of the months. The students will recite the months and have the cakes to refer to all year.

  • {Place events from own life in chronological order} Students will cut and glue sentence strips about their life (birth, walk, talk, go to school..etc) in the order they occurred.


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HistoryTime, Community and Change

Activities Continued:

3. {Identify basic human needs}Want OR Need? Students will discuss what determines a want and a need. Each student will bring in an example of a want and need.

4. {State and Federal Holidays}Celebrate! During the school year, students will celebrate the holidays, read about how they got started and who might have been the first ones to celebrate that holiday.

5. {Distinguish between past, present and future} Each student will get a piece of paper with a sentence. Each paper will have a different sentence about something that has already been done in the class, something they are currently doing or something they are to do in the future. The students will then go to the board and place their sentence under the correct category.


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HistoryTime, Community and Change

Websites:

Social Studies for Kids-Holidays

Social Studies-History

Ohio Kids

History Channel

Black History


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People in SocietiesCulture, Individual Development and Identity, Groups and Institutions

Activities:

  • {Learn about one’s own culture} Interview! Students will interview one family member of choice and ask about their family traditions and important parts of their culture.

  • {Compare and contrast cultures focusing on food, clothing or shelter} Eat! Students will taste each food from different culture.

  • {Identify cultural practices through music} Dance! Students will perform different dances culture. Also playing instruments and singing songs.

  • {Understand life in other countries regarding family} Read! During silent reading time, students will choose a different book on culture to read.After silent reading time, students will write in their journals about what they have learned about the culture they read.Students will make connections to previous journal entries about their culture and others.


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People in SocietiesCulture, Individual Development and Identity, Groups and Institutions

Activities Continued:

5. {Describe similarities and differences in cultures focusing on clothing} Students will choose a culture they have studied. Each student will then research the clothing and jewelry and make their own. After clothing is made, students will have a parade around the school to show their similarities and differences in the clothing.


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People in SocietiesCulture, Individual Development and Identity, Groups and Institutions

Websites:

American Indian Culture

Culture around the World

Culture and Geography

Social Studies Games

PBS Kids President for a Day


Geography people places and environments global connections l.jpg
GeographyPeople, Places, and Environments—Global Connections

Activities:

  • {Identify Directions} Left or Right? Near or Far? Students will make a chart with cards that have places on them. The places will include: My home, Florida, My grandma’s house, My school, The ocean or beach. Students will then decide if these are near or far away from them and put them in the chart accordingly.

  • {Construct simple maps} Students will make a map from their home to the school. Students will use benchmarks such as stop signs and crosswalks.

  • {Locate state on maps} Students will put a sticky note on a map of Ohio, where they think they live. After all students have placed a sticky note on the map, the teacher will discuss who was the closest and why,


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GeographyPeople, Places, and Environments—Global Connections

Activities Continued:

4. {Identify location on a map} Where do we live?Students will then place a sticky note on the map of the U.S.A where they think they live. Teacher will discuss who was closer. Student will pick out land marks that are near and far from Ohio.

5. {Construct a simple map} After students have chosen a land mark, they will make a map from Ohio to the land mark. “What states will they go through?” “Will you pass any other land marks?”


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GeographyPeople, Places, and Environments—Global Connections

Websites:

Geography Games

Web Geography For Kids

Map Adventures

Geography

National Parks


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EconomicsProduction, Distribution and Consumption

Activities:

1.{KWL Chart} Have students start a KWL about marketing, specialize and competition. As a group read chapter on How a Business Works. Complete KWL Chart.

2.{Write a jingle to remember marketing} Lead the entire class to write a jingle about marketing. This will show how a jingle is a way of advertisement and how advertisement is a part of marketing.

3.{Classroom Competition} Divide in the class into two parts. Assign each part a different company that many be in competition with each other (McDonalds and Wendy’s). Allow students to make up different ways to market their products against each other (students could make-posters, sales, commercials).


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EconomicsProduction, Distribution and Consumption

Activities Continued:

{Specialize Discussion} Have a class discussion allowing students to give examples of companies that specialize and companies that do not.

{Field Trip} Take a walking field trip around the local community. Have students point out-Businesses, businesses that specialize, forms of marketing, businesses that are in competition with each other, ETC.


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GovernmentCivic Ideals and Practices

Activities:

  • {Students on charge!} Allow students to make up class room rules. (what are things that will and will not be accepted, punishments/rewards etc)

  • {Authority Discussion} This is why schools have people who are in charge, such as the principal, administrators, teachers, and staff. Our nation has people who are in charge and they make up the government.

  • {Civic Flashcards} Make flashcards of White house, Liberty Bell, Statue of Liberty etc. Partner students up and allow them time to use flashcards.


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GovernmentCivic Ideals and Practices

Activities Continued:

4.{Coloring with Ben} Allow students to go to http://bensguide.gpo.gov/k-2/games/interactive.html and complete picture of their choice.

5.{Ben’s Lost!} Allow students to go to http://bensguide.gpo.gov/k-2/games/interactive.html and play a game of their choice.

Websites:

http://bensguide.gpo.gov/


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Citizenship Rights and ResponsibilitiesPower Authority and Governance, Civic Ideals and Practices

Activities:

  • {Good Citizen} Allow students to vote on “good citizen” in the classroom each day. This student will receive a reward at the end of the day.

  • {Read Aloud} Read Various books to class of American’s with great patriotism or citizenship.

  • {Responsibility-Who is it?}?(Use as a discussion starter or a writing prompt.) You borrow a great book from your classroom. It’s a lot of fun to read. By accident, you spill chocolate milk on the book. It’s a mess. You take the book out of your book bag as soon as you get to your classroom. The teacher is busy. You could just take the book back to the shelf and leave it there. What should you do? Why?


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Citizenship Rights and ResponsibilitiesPower Authority and Governance, Civic Ideals and Practices

Activities Continued:

4. {The Homework Truth} (Use as a discussion starter or a role-playing activity.) For last night’s homework, you were supposed to read a story and be ready to tell it to the class today in your own words. You didn’t read a story last night because you were having too much fun playing video games. You figured you could remember an old story. When your teacher calls on you, you are suddenly nervous and can’t remember any stories at all. What should you do?


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Citizenship Rights and ResponsibilitiesPower Authority and Governance, Civic Ideals and Practices

Activities Continued:

5. {Respect} (Use as a discussion starter or a role-playing activity.)You’re at a school picnic and there’s a long line for buying cold drinks. You’re really thirsty. You see a friend of yours way ahead of you in line. Should you ask your friend if you can cut in line? How is the idea of respect for others connected to this situation? How do others in line feel when somebody cuts in line?

Websites:

http://www.education-world.com


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Social Studies Skills and MethodsScience Technology and Practices

Activities:

1. {Classroom read aloud} Read various books on conservation.

2. {KWL chart on conservation} Have students complete a KWL chart on conservation topic of their choice.

3. {Student investigations} Discuss conservation as a class. Each student will research and give an oral report on a form of conservation. The student must take one side of a controversial topic (Cutting down of rain forest, Whaling, Fur coats etc)

4. {Class room investigations} Each classroom in the grade level will create a PowerPoint from their strongest student investigation. These will be presented as a class presentation in front of other classrooms.


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Social Studies Skills and MethodsScience Technology and Practices

Activities Continued:

5. {Critical Thinking} Revisit conservation texts. Students can orally compare and contrast with their own reports.



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