SOCIAL STUDIES Grade 1...OKALOOSA COUNTY SCHOOL DISTRICT CURRICULUM GUIDE SOCIAL STUDIES Grade 1 Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief OfficerOkaloosa

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

SOCIAL STUDIES

Grade 1

Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer

Okaloosa County School District

Curriculum Guide for Social Studies

REV 062012 First Grade Social Studies Page 2

CONTENTS

Mission Statement .................................................................................................................................................................. 3

Suggestions for Implementing Curriculum Guides .............................................................................................................. 3

Florida Department of Education Essential Website................................................................................................... 3

OCSD Curriculum and Pacing Guide Overview .................................................................................................................. 4

Quarterly Benchmarks ............................................................................................................................................................ 5

Reading Standards for Informational Text K–5 ................................................................................................................... 7

Grade-level Curriculum Guide ............................................................................................................................................... 8

Year-long Benchmarks ........................................................................................................... 8

Quarter 1 ................................................................................................................................ 10

Quarter 2 ................................................................................................................................ 15

Quarter 3 ................................................................................................................................ 19

Quarter 4 ................................................................................................................................ 24

Reading Rainbow Selections Elementary Social Studies.......................................................................................... 30

Topic Requirements by Statute ........................................................................................................................................... 31

Social Studies K-5 Websites and Resources .................................................................................................................... 32

Additional Resources That Encompass All Units .............................................................................................................. 33

Additional Literature by Theme ........................................................................................................................................... 34




Mission Statement Okaloosa County teachers are committed to the teaching of social studies in accordance with the highest state and national st andards. We endorse the position of

the Florida Council for the Social Studies, which states “Florida’s public schools have the responsibility for creating an informed and active citizenry. This goal

requires our students to receive a firm foundation in each of the four major areas represented in the Sunshine State Standards for social studies-history,

government/civics, economics, and geography.” We further recognize that our students must learn about our nation’s heritage and possess essential economic,

civic, geographic, and historical knowledge to equip them for their future responsibilities as citizens of Florida and the United States of America.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and assessment.

Regularly administer assessments to include higher-level questions and performance tasks.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade-levels to define absolute skill goals for each grade level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate Social Studies with the Reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Teachers may substitute a reading selection of their choice in lieu of one listed in the quarterly description if the selection aligns to the

same set of benchmarks.

Florida Department of Education Essential Website

http://www.floridastandards.org/Standards/FLStandardSearch.aspx

http://www.floridastandards.org/Standards/FLStandardSearch.aspx




OCSD Curriculum and Pacing Guide Overview

This document provides a Social Studies curriculum and pacing guide. It is designed to help teachers efficiently pace the delivery of quality

instruction for each nine-week period. ( Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing

teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Social Studies Curriculum Guide specifies the social studies content to be covered within each nine-week instructional period. Their

guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Strand, Standard, Essential Questions, Vocabulary, Primary Literature, Activities Related to Primary Literature

Column One – Benchmark

Lists the specific Benchmark by number and states the Benchmark. Column Two – Text Alignment, Additional Resources/Activities

Cites the School Education Group (McGraw-Hill) textbook chapters or pages that correlate to the Benchmark. Suggests instructional activities and materials to supplement the text and primary literature.

Column Three – Supplemental Literature

Lists additional literature to extend learning. Column Four – Open: Specific to teacher, grade, subject, school

Serves as a placeholder for teachers to add information that is specific to their school’s or students’ needs.

Of note:

Benchmarks drive instructional decisions; the text is a resource. Results of assessment are used to adjust and revise instruction.




Quarterly Benchmarks

The following two standards are taught across the curriculum all year long.

Historical Inquiry and Analysis SS.1.A.1.1 Develop an understanding of a primary source SS.1.A.1.2 Understand how to use the media center/other sources to find answers to questions about a historical topic

Chronological Thinking SS.1.A.3.1 Use terms related to time to sequentially order events that have occurred in school, home, or community SS.1.A.3.2 Create a timeline based on the student's life or school events, using primary sources

Quarter 1 / Textbook Unit 4: Good Citizens Quarter 2 / Textbook Unit 1: People and Traditions

Foundations of Government, Law, and the American Political System SS.1.C.1.1 Explain the purpose of rules and laws in the school and community.* SS.1.C.1.2 Give examples of people who have the power and authority to make and

enforce rules and laws in the school and community. SS.1.C.1.3 Give examples of the use of power without authority in the school and

community. Civics and Political Participation SS.1.C.2.1 Explain the rights and responsibilities students have in the school

community.* SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school

community. SS.1.C.2.3 Identify ways students can participate in the betterment of their school and

community. Common Core Standards See page 7—Reading Standards for Informational Text K-5

Holidays occurring during this quarter: Labor Day Topic requirements: Conservation of natural resources, alcohol/narcotics effects on body, kindness to animals. Suggested Reading Selections Office Buckle and Gloria Chester Racoon and the Big Bad Bully Miss Rumphius Rainbow Fish Johnny Appleseed * Indicates a civics benchmark

Historical Knowledge SS.1.A.2.1 Understand history tells the story of people and events of other times and

places.

SS.1.A.2.2 Compare life now with life in the past.

SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and

honoring the heroism and achievements of the people, events, and our

nation's ethnic heritage .

SS.1.A.2.4 Identify people from the past who have shown character ideals and

principles including honesty, courage, and responsibility.

SS.1.A.2.5 Distinguish between historical fact and fiction using various materials. Common Core Standards See page 7—Reading Standards for Informational Text K-5 Holidays occurring this quarter: Columbus Day, Veterans Day, Thanksgiving Topic requirements: Patriotism and sacrifices of veterans, flag education, contributions of women, Hispanics, and African Americans. Suggested Reading Selections My First Little House Series Squanto’s Journey: The Story of the First Thanksgiving




Quarter 3 / Textbook Unit 4: Good Citizens Quarter 4 / Units 2 and 3: Where We Live and Beginning

Economics

Structure and Functions of Government

SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways.

SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy.*

Historical Knowledge

Famous Americans and Black History

SS.1.A.2.1 Understand history tells the story of people and events of other times and places.

SS.1.A.2.2 Compare life now with life in the past. SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and

honoring the heroism and achievements of the people, events, and our nation’s ethnic heritage.

SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.*

SS.1.A.2.5 Distinguish between historical fact and fiction using various materials.

Holidays occurring during this quarter: Martin Luther King Jr. Day, President’s Day

Topic requirements: Flag education, Contributions of women, Hispanics, and African

Americans.

Common Core Standards

See page 7—Reading Standards for Informational Text K-5

Suggested Reading Selections

Duck for President

A is for America

* Indicates a civics benchmark

The World in Spatial Terms SS.1.G.1.1 Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.2 Identify key elements (compass rose, cardinal directions, title, key/legend

with symbols) of maps and globes. SS.1.G.1.3 Construct a basic map using key elements including cardinal directions

and map symbols. SS.1.G.1.4 Identify a variety of physical features using a map and globe. SS.1.G.1.5 Locate on maps and globes the student's local community, Florida, the

Atlantic Ocean, and the Gulf of Mexico. SS.1.G.1.6 Describe how location, weather, and physical environment affect the way

people live in our community .

Beginning Economics

SS.1.E.1.1 Recognize that money is a method of exchanging goods and services.

SS.1.E.1.2 Define opportunity costs as giving up one thing for another.

SS.1.E.1.3 Distinguish between examples of goods and services.

SS.1.E.1.4 Distinguish people as buyers, sellers, and producers of goods and

services.

SS.1.E.1.5 Recognize the importance of saving money for future purchases.

SS.1.E.1.6 Identify that people need to make choices because of scarce resources.

Topic requirements: Health requirements.

Common Core Standards

See page 7—Reading Standards for Informational Text K-5

Suggested Reading Selections

Mapping Penny’s World

A Chair for my Mother

Something Good




Reading Standards for Informational Text K–5

Grade 1 Students

Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

4. Ask and answer questions to help determine of clarify the meaning of words and phrases in a text.

5. Know and use various text features (e.g., headings, tables of contexts, glossaries, electronic menus, icons) to locate key facts or information in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by words in a text.

Integration of Knowledge and Ideas

7. Use the illustrations and details in a text to describe its key ideas.

8. Identify the reasons an authors gives to support points in a text.

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

10. With prompting and support, read informational texts appropriately complex for grade 1.

Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with

professional development offered across the school year to support this standard .




Grade-level Curriculum Guide

Year-long Benchmarks

STRAND: American History STANDARD: Historical Inquiry and Analysis Essential Question: Where can I go to find information about events from long ago? This is an ongoing skill throughout the social studies curriculum.

Benchmark Text Alignment

Additional Resources/Activities Supplemental Literature

Open: Specific to teacher, grade,

subject, school

SS.1.A.1.1 Develop an understanding of a primary source. EQ: What is a primary source? SS.1.A.1.2 Understand how to use the media center/other sources to find answers to questions about a historical topic. EQ: Where can I find information?

Classify primary and non primary sources Describe characteristics of a primary source Create a journal Media center scavenger hunt Textbook: Unit 1 lesson 1, pages 10 -21

Book! Book! Book! by Deborah Bruss Farm animals visit a library to check out books. Library Lion by Michelle Knudsen A library learns the rules of the library.




STRAND: American History STANDARD: Chronological Thinking Essential Question: How can you retell events from the past using words and pictures? This is an ongoing skill throughout the social studies curriculum.




subject, school

SS.1.A.3.1 Use terms related to time to sequentially order events that have occurred in school, home, or community. EQ: How can you retell an event? SS.1.A.3.2 Create a timeline based on the student’s life or school events, using primary sources. EQ: How can you create a timeline to give information?

Textbook: Unit 1 lesson 1, pages 10 – 23. Everyday Counts Calendar Math Use sequential vocabulary throughout the day: morning, afternoon, evening, night, day, month, year, season, and all their names: yesterday, today, tomorrow, next week/month/year, last week/month/year first, next, then, last, before, after. Textbook: Unit 1 lesson 1, pages 22 - 23 Create timelines of:

Day in class

The child’s life

A story

Seven Blind Mice by Ed Young Each day of the week a mouse goes to explore a new creature Jasper’s Beanstalk by Nick Butterworth (old reading series) Each day Jasper works in his garden. When the Relatives Came by Cynthia Rylant A summer vacation is retold. Knots on a Counting Rope by Bill Martin, Jr. (The story of a boy’s birth and early life is retold.) My Day/Mi Dia by Rebecca Emberley My Life by Paul Pistone Scholastic Leveled Reader J Cookie’s Week by Cindy Ward Scholastic Leveled Reader F




Quarter 1

STRAND: Civics and Government STANDARD: Foundations of Government, Law, and the American Political System Essential Question: Why are rules and laws important? Pacing: 3 Weeks Vocabulary: citizen, right, rule, law, conflict, symbol, responsibility, belong Primary Literature: Officer Buckle and Gloria by Peggy Rathmann (Penguin Group Publishing)

Officer Buckle teaches safety rules in school. Activities correlating to Officer Buckle and Gloria:

Invite resource officer/law enforcement officer to visit classroom.

In small groups, provide places (playground, classroom, lunchroom, etc.) for children to make rules and explain why they are important .

Role-play examples/non-examples of following rules, how to handle bullying situations.

Cause/Effect: Given a set of rules what would be the effect of breaking those rules.

Create safety posters to hang in the school.

Create a Venn Diagram comparing/contrasting home and school rules.

Write a story about a child who does not follow a rule.

Write a letter to Officer Buckle.

Create a list of times it is important to stick with your buddy (ex: hiking, swimming, etc.).

Activities correlating to Chester Raccoon and the Big Bad Bully

Create an anchor chart “What is a bully.”

Introduce vocabulary: bully, confidence, fear.

Role-playing scenarios, put these scenarios on index cards and have children act out and discuss solutions, using vocabulary (e.g., cutting in line,

name calling, taking a classmate’s seat, hitting someone, taking other people’s belongings).

Share a treasure. (Children may bring in a treasure such as pictures, birthday candles, seashells, ticket stub from ball games; all treasures should be

small enough to fit in a backpack and not be expensive.)

Write about the treasure. (After sharing stories, discuss how a friend reacts to the treasure/how would a bully?)

Discuss how the badger changes from the beginning of the story to the end.

Find examples from the text when the Badger was a bully. Predict how he will react differently once he gained confidence.







subject, school

SS.1.C.1.1 Explain the purpose of rules and laws in the school and community. EQ: Why do we have rules and laws? What does it mean to be a good citizen? SS.1.C.1.2 Give examples of people who have the power and authority to make and enforce rules and laws in the school and community. EQ: Who makes the rules and laws? How can people’s actions affect others? SS.1.C.1.3 Give examples of the use of power without authority in the school and community. EQ: What would happen if we didn’t have rules and laws?

Textbook: Unit 4 Lesson 1. Pages 114 - 121 Textbook: Unit 4, Lesson 2, Pages 122 - 127 Textbook: Unit 4 lesson 2, pages 122 - 125

Berenstain Bears and the Bully by Berentstain Stand Tall, Molly Lou Melon by Patty Lovell (A short girl learns that she is special even though others make fun of her.)

CCSR1.4 Vocabulary Citizen Right Rule ‘law Conflict Symbol Responsibility Belong




STRAND: Civics and Government STANDARD: Civic and Political Participation Essential Question: How can I be a good citizen? Pacing: 6 Weeks Vocabulary: rights, responsibilities, community, citizen, citizenship, rule, law Primary Literature: Miss Rumphius by Barbara Cooney (The Viking Press)

Miss Rumphius follows a girl from childhood to old age. She wishes to travel the world (where we meet people living very differently from our lifestyle), then retire by the sea. But she remembers her grandfather’s advice: you must also do something to make the world more beautiful. When she finally decides what that will be, it is a joy for all around her.

Activities correlating to Miss Rumphius:

Describe Miss Rumphius. What character traits does she possess? Make a Venn Diagram comparing/contrasting her with a character from another

story or real life. What traits do you share with Miss Rumphius?

Die-cut flowers, put names of children on flowers, students pick a flower and write good character traits about that person.

Brainstorm/list ways to better your school community.

Create a list of ways Miss Rumphius betters the community.

List character traits describing Miss Rumphius .

Discuss the character trait of the week/month.

Station Activity: Sort cards into those describing rights and those describing responsibilities.

United streaming video with quiz available www.unitedstreaming.com

Writing Prompt: What could you do to make the world more beautiful for others?

Rainbow Fish by Marcus Pfister

A fish in the ocean is more beautiful than any other fish because of its shimmering scales. Rainbow Fish refused to share his beautiful scales with the other fish. In the end, Rainbow Fish decides having friends is moe important than being the most beautiful fish in the ocean.

Activities correlating to Rainbow Fish:

Discuss characteristics of a good citizen. Make an anchor chart of examples and non-examples of being a good citizen/friend.

Make a large fish; give each student a colorful scale on which to write a trait of a good cit izen.

Station activity: Give each student a small fish to decorate and write how they can be a good citizen.

Make a fish mobile starting with a small fish (writing how I can be a good citizen at home); add a medium fish (writing to de scribe how I can be a good citizen in my classroom); add a larger fish (writing how can I be a good citizen at school); add largest fish (writing how I can be a good citizen in my community). Glue fish to a piece of ribbon or strip of paper to make a mobile.




Johnny Appleseed by Steven Kellogg

Activities correlating to Johnny Appleseed:

Compare/contrast Johnny Appleseed with John Chapman.

Use Reader’s Theater.

Chart on map to show the journey west.

Write journal entries from the perspective of Johnny Appleseed.

Compare/contrast Johnny Appleseed’s life to today’s life.

Create poster advertising Johnny Appleseed as an American hero.

Make a second poster advertising a current American hero showing the same character traits.

Benchmark Text Alignment Additional Resources/Activities

Supplemental Literature Open: Specific to teacher, grade, subject, school

SS.1.C.2.1 Explain the rights and responsibilities student have in the school community. EQ: What is my job in my community? (school, home, etc.) What does it mean to be a good citizen? SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school community. EQ: How can I be a good citizen? SS.1.C.2.3 Identify ways students

Textbook: Unit 4, Lesson 1, Pages 114 - 115 Technology: BrainPop Jr. United Streaming Textbook: Unit 4, Lesson 1, Pages 114, 115 and 120,121 Treasures- June Robot Textbook: Unit 4, Lesson 3 Pages 128 - 131

Black Lagoon series by Mike Thaler Discuss the jobs of schools employees. Friends in Your Community (leveled readers from Macmillan/McGraw-Hill reading series) The Giving Tree by Shel Silverstein The Zax Dr. Seuss Without cooperation, the zax are stuck. B. Bears Don’t Pollute

CCSR1.4 Vocabulary Service project




can participate in the betterment of their school and community. EQ: What can I do to help my community? How can citizens make a difference?

City Green by Dyanne Disalvo-Ryan Neighbors work together to build a community garden on a vacant lot. The Lorax by Dr. Seuss Taking care of the environment trumps making money.

Additional Books Describing Good Character Traits and Their Value

Oliver Button is a Sissy by Tomie dePaola

The Rough-Faced Girl y Rafe Martin

Junie B. Jones Series by Barbara Park

The Brand New Kid by Katie Couric

We All Sing with the Same Voice by J. Philip Miller

and Sheppard M. Greene

Bein’ with You This Way by W. Nikola-Lisa

The Paper Bag Princess by Robert Munsch

Yo! Yes? by Chris Raschka

Zen Shorts by Jon J. Muth

The Three Questions by Jon J. Muth

Tacky the Penguin by Helen Lester

Swimmy by Leo Lionni

The Rainbow Fish by Marcus Pfister

The Quilt Maker’s Gift by Jeff Brumbeau




Quarter 2

STRAND: American History STANDARD: Historical Knowledge Essential Question: What can we learn from our past? Pacing: 3 Weeks Vocabulary: past/present, biography Primary Literature: My First Little House Book Set By: Laura Ingalls Wilder This book series describes the life and times of Laura Ingalls Wilder.

Activities correlating to My First Little House Book Set:

Create a timeline of Ingalls’ life.

Create a Venn Diagram to compare/contrast long ago/today.

Keep a journal to retell aspects of Ingalls’ life.




subject, school

SS.1.A.2.1 Understand history tells the story of people and events of other times and places. EQ: What can we learn from the past? SS.1.A.2.2 Compare life now with life in the past EQ: How has life changed from long ago and today?

Textbook: Unit 1, Lesson 1 Pages 10 - 11

CCSR1.4 Vocabulary History Fact Culture Time line Community Technology




STRAND: American History STANDARD: Historical Knowledge Essential Question: How do holidays tell about our history? Pacing: 6 Weeks Vocabulary: past/present, honesty, responsibility, famous individuals from this time period (including, but not limited to Squanto) Primary Literature: Squanto’s Journey: The Story of the First Thanksgiving by: Joseph Bruchac

Activities correlating to topic:

Create a Venn Diagram to compare/contrast long ago/today.

Create a timeline showing Squanto’s life.

Recreate the first Thanksgiving.

Students create a travel log describing their journey to Plymouth.

Take a field trip to the Heritage Museum in Valparaiso.

Writing Prompt: How did sharing make the first Thanksgiving more special?




subject, school

SS.1.A.2.1 Understand history tells the story of people and events of other times and places. EQ: What can we learn from the past? How has live changed over time?

Textbook: Unit 1, Lesson 1 Pages 10 - 11

CCSR1.4 Vocabulary Holiday Slavery Culture Celebration




SS.1.A.2.2 Compare life now with life in the past EQ: How has life changed from long ago and today? How has life changed over time? SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation’s ethnic heritage. EQ: How do holidays tell about our history? (ongoing) How do we celebrate people and events? SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. EQ: Who are our American heroes? How do people show character?

Textbook: Unit 1, Lesson 1 Pages 12, 13 and 16 - 21 Textbook: Unit 1, Lesson 2 Pages 24 – 31 Textbook: Unit 1, Lesson 3 Pages 32 - 39

CCSR1.4 Vocabulary Character Honesty Courage Responsibility CCSR1.4 Vocabulary Tall tale Fable Nonfiction Fiction Exaggerate




SS.1.A.2.5 Distinguish between historical fact and fiction using various materials. EQ: What is the difference between fact and fiction? (ongoing) Why do we read stories?

Textbook: Unit 1, Lesson 4 Pages 10 – 11 and 40 - 49

Additional Books Describing Thanksgiving If You Were At the First Thanksgiving Sarah Morton’s Day The First Thanksgiving

Samuel Eaton’s Day The Pilgrims’ First Thanksgiving




Quarter 3

STRAND: Civics and Government STANDARD: Structure and Functions of Government Essential Question: How do we make fair decisions? (e.g., voting to resolve issues) Pacing: 1 Week Vocabulary: democracy, America, leader, president, conflict Primary Literature: Duck For President by Betsy Lewin (Scholastic Publishing)

Duck is dissatisfied with life on the farm. He decides he can do a better job than Farmer Brown so he becomes leader of the farm, then governor, then president.

Activities correlating to Duck for President:

Hold a voting in the classroom.

Nominate a story character for president and justify qualities that would make them a good president.

Compare and contrast Farmer Brown and Duck as a leader.

Create a timeline of events leading up to Duck’s election.

Identify American symbols throughout book.

Vote on a specific classroom reward for reaching a goal.

Writing Prompt: Write a letter to the current president in which you try to persuade him to make a change.



SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways. EQ: What is a conflict? How can we peacefully solve a conflict? How can people’s actions affect others?

Textbook: Unit 4, Lesson 2 Pages 126 -127 Easy to Read Folktale Plays to Teach Conflict Resolution (Grades 2-4) Kathleen Hollenbeck

Feathers and Fools by Mem Fox My Teacher for President by Kay Winters

CCSR1.4 Vocabulary Authority Government Conflict Decision




Additional Books Regarding Conflict Resolution

Liar, Liar, Pants on Fire by Diane deGroat

We Can Work It Out: Conflict Resolution for Children by Barbara Kay Polland

Easy to Read Foldtale Plays to Teach Conflict Resolution (Gr. 2-4) by Kathleen Hollenbeck

STRAND: Civics and Government STANDARD: Structure and Functions of Government Essential Question: What symbols are important to America; why? Pacing: 4 Weeks Vocabulary: democracy, America, leader, president, conflict, American symbols (Statue of Liberty, White House, Lincoln Memorial, Washington Memorial,

Liberty Bell, bald eagle, Uncle Sam) Primary Literature: A is for America by Devin Scillian

Alphabet book describing American symbols. Activities correlating to A is for America:

Write a class alphabet book for symbols of the United States.

http://bensguide.gpo.gov/

Select an American symbol and create a poster using illustrations and facts.

Make a bald eagle (http://www.busybeekidscrafts.com/Bald-Eagle.html).

This site contains useful information and activities: www.atozkidsstuff.com/symbols.html .

Write a letter to the president in which you suggest a new symbol to consider for the United States. Why should that symbol be considered? Write about what you would do if you were president.




subject, school

SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy.

Textbook: Unit 4, Lesson 3, Pages 132 – 139

Time for Kids (American Symbols)

The Pledge of Allegiance (Scholastic)

A is for America by Devin Scillian Our Flag by Cynthia Rothman- Scholastic Leveled Reader K

CCSR1.4 Vocabulary Symbol Democracy pledge

http://bensguide.gpo.gov/

http://www.busybeekidscrafts.com/Bald-Eagle.html

http://www.atozkidsstuff.com/symbols.html




EQ: What symbols are important to America? How do people and symbols stand for America?

Scholastic Picture Vocabulary Cards (through Scholastic Teachers Book Orders)

http://bensguide.gpo.gov/k-2/symbols/

BrainPop Jr.

United Streaming

Symbols of America- Sundance Power Works Kit

At 1600 Pennsylvania Avenue by Crystal Wirth- Scholastic Leveled Reader M

Additional Books Regarding American Symbols

I Pledge Allegiance by Bill Martin Jr. and Michael Sampson

Arthur Meets the President by Marc Brown

Journey Around Washington, D.C. by Martha Day Zschock

America is. by Louise Borden

America A Patriotic Primer by Lynne Cheney

The American Flag by Tristan Boyer Binns

The Pledge of Allegiance by Lola Schaefer

The Statue of Liberty by Lucille Recht Penner

The Pledge of Allegiance by Scholastic Publishing

The Flag We Love by Pam Munoz Ryan

Stars and Stripes- The Story of the American Flag by Sarah L.

Thomson

Uncle Sam and Old Glory- Symbols of America by Delno C. West

and Jean M. West

George Washington’s Teeth by Deborah Chandra and Madeleine

Comora

Betsy Ross and the Silver Thimble by Stephanie Green

http://bensguide.gpo.gov/k-2/symbols/




STRAND: American History STANDARD: Historical Knowledge Essential Question: Who are our American Heroes? Pacing: 4 Weeks Vocabulary: past/present, honesty, responsibility, various famous Americans, civil rights Primary Literature: Teacher selected Black History and Americans books (ex: Barack Obama, Martin Luther King, Jr., George Washington Carver, Harriet

Tubman, George Washington, Abraham Lincoln, Jane Addams (Hull House) etc.)

Activities correlating to topic:

Select important historical figure and create a poster showing his/her accomplishments.

This site includes biographies and slideshows of famous individuals http://gardenofpraise.com/leaders.

Create a “Then and Now” T-chart comparing life for minorities before/after Civil Rights.

Write a simple biography about a famous American.

Create a timeline showing when important events transpired in regard to the American selected.

Writing prompt: What qualities do you have that compare to _________ (American)? Why are those qualities so important?




subject, school

SS.1.A.2.1 Understand history tells the story of people and events of other times and places. EQ: What can we learn from the past? How has life changed over time?

Textbook: Unit 1, Lesson 1, Pages 10 - 11 http://gardenofpraise.com/leaders Brain Pop, Jr. United Streaming

CCSR1.4 Vocabulary History

http://gardenofpraise.com/leaders

http://gardenofpraise.com/leaders




SS.1.A.2.2 Compare life now with life in the past. EQ: How has life changed from long ago and today? How has life changed over time? SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation’s ethnic heritage. EQ: How do holidays tell about our history? (Ongoing due to holidays celebrated during this quarter.) Why do we celebrate people and events? SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. EQ: Who are our American heroes? How do people show character?

Textbook: Unit 1, Lesson 1, Pages 12 -13 and 16 – 21 Textbook: Unit 1, Lesson 2, Pages 24 – 31 Textbook: Unit 1, Lesson 3, Pages 32 - 39

CCSR1.4 Vocabulary Community Technology CCSR1.4 Vocabulary Holidays Culture CCSR1.4 Vocabulary Character Honesty Courage Responsibility




Quarter 4

STRAND: Geography STANDARD: The World in Spatial Terms Essential Question: Where in the world am I? Pacing: 5 Weeks Vocabulary: globe, map, map key, compass rose, floor plan, bird’s eye view, north/south/east/west, scale, symbol, state/country/city, lake/ocean/river Primary Literature: Mapping Penny’s World by Loreen Leedy

A Boston Terrier creates a map to locate dog friends and toys that are in his neighborhood.

Activities correlating to Mapping Penny’s World:

Draw a map (of bedroom, school, etc.).

Scavenger Hunt around the school, students use a map to find the “treasure.”

Write a letter to a relative and plot on map where they’ve sent their letters.

Plot on a map where students are born.

Pretend you are Penny. Using a map, write directions using key vocabulary to tell how to locate a given item on a map.



SS.1.G.1.1 Use physical and political/cultural maps to locate places in Florida. EQ: Which type of map should I use? What can we learn from maps and globes?

Textbook: Unit 2, Lesson 2, Pages 64 - 67 “Phonics Dance” Activities Using Compass Rose

S is for Sunshine: A Florida Alphabet by Carol Crane

CCSR1.4 Vocabulary Political map Physical map Peninsula




SS.1.G.1.2 Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. EQ: How do you use pictorial symbols to locate items on a map? How do you locate an item on a map? What does every map need? What do maps show? SS.1.G.1.3 Construct a basic map using key elements including cardinal directions and map symbols. EQ: How do I make a map? What do maps show? What can we learn from maps and globes? SS.1.G.1.4 Identify a variety of physical features using a map and globe. EQ: Which type of map should I use? What can we learn from maps and globes?

Textbook: Unit 2, Lesson 1, Pages 60 – 63 and 68 - 69 Textbook: Unit 2, lesson 1, Pages 62 and 63 Textbook: Unit 2, lesson 2, Pages 66 - 69

Looking At Maps and Globes (Rookie Reader)- Scholastic Leveled Readers J There’s A Map on My Lap by Tish Rabe Map Scale (Rookie Reader), Mary Dodson Wade Where Do I Live by Neil Chesanow

CCSR1.4 Vocabulary Compass rose Cardinal directions Maps Symbols Map key Globes




SS.1.G.1.5 Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. EQ: How do you locate an item on a map? What can we learn from maps and globes? SS.1.G.1.6 Describe how location, weather, and physical environment affect the way people live in our community. EQ: How does the environment affect how we live? How does location affect our lives?

Textbook: Unit 2, lesson 2, Pages 64 - 69 Textbook: Unit 2, lesson 3, Pages 70 - 75

CCSR1.4 Vocabulary Location Physical environment Transportation Weather Seasons affects

Additional Books Describing Maps and Globes

Flat Stanley by Jeff Brown

Letters From Felix by Annette Langen

The Jolly Postman by Allan Ahlberg

How I Became A Pirate by Melinda Long (After reading story,

students create a pirate map.)

How To Make an Apple Pie and See the World

As the Crow Flies: A First Book of Maps by Gail Hartman




STRAND: Economics STANDARD: Beginning Economics Vocabulary: good, service, buyer, seller, producer, wants, needs Essential Question: How can you spend your money wisely? Pacing: 4 Weeks

Primary Literature: A Chair for My Mother by Vera Williams (Scholastic Publisher)

A Chair for My Mother is about a family who loses everything in a house fire. Friends, neighbors and relatives contribute items they make or can s pare to help furnish a new apartment. Mom works as a waitress and saves all her tips in a big jar. Grandma contributes change she’s save d by getting bargains at the grocery store. When the jar is full, the family can finally shop for a new overstuffed chair. They comparison shop, and finally enjoy the results of their savings.

Activities correlating to A Chair for My Mother:

Count money; add the coins saved in the jar so far.

Earn “money” to spend in a store or classroom privileges.

Include a sorting activity of goods and services (make T-Chart).

Add and subtract money.

Discuss wants/needs. What must the family replace right away? What things can wait?

Subtracting the sale price from the full price of groceries to determine Grandma’s savings .

Writing prompt: If this happened to you, what would your family need right away? What would you buy when you had enough money saved?

Relate this to your family: How do you help each other? How does each member contribute?

Relate to your classroom: Do you have to make choices with your time or other resources? How do you decide what to choose?

Something Good by Robert Munsch (Wants and Needs)

http://tcaassets.org/public/lesson-plans/grade-one-wants-and-needs.pdf

http://tcaassets.org/public/lesson-plans/grade-one-wants-and-needs.pdf







subject, school

SS.1.E.1.1 Recognize that money is a method of exchanging goods and services. EQ: What is the difference between goods and services? Why do you need money? SS.1.E.1.2 Define opportunity costs as giving up one thing for another. EQ: What do I need to give up to get what I want? Why do we make choices? SS.1.E.1.3 Distinguish between examples of goods and services. EQ: Can you identify between goods and services? Why are goods and services important?

Textbook: Unit 3, Lesson 2, Pages 90 - 95 Textbook: Unit 3, Lesson 4, Pages 102 - 103 Textbook: Unit 3, Lesson 1, Pages 86 - 89

Mike Mulligan and the Steam Shovel by Virginia Lee Burton The town needs the basement dug for the new town hall. Mike Mulligan is hired to provide the service. A deal is made: he will not be paid unless he can finish in one day. A Birthday for Frances by Russell Hoban Frances must make choices as her sister’s birthday approaches. Will she be generous or jealous of the birthday girl? The Sneetches by Dr. Seuss A newcomer provides a service to the Sneetches for payment. But do they really know what they want? Caps for Sale by Esphyr Slobodkina The salesman has plenty of caps, but no buyers. The Penny Pot by Stuart J. Murphy Jessie counts change put into the penny pot until she has 50 cents to get her face painted. Money-related activities are included at the end. Sam and the Lucky Money by Karen Chinn Sam makes choices on how to spend his gift money during Chinese New Year. Will he spend it on himself or others?

CCSR1.4 Vocabulary Barter Money Exchange CCSR1.4 Vocabulary Spend Save Opportunity cost CCSR1.4 Vocabulary Goods Services Provide




SS.1.E.1.4 Distinguish people as buyers, sellers, and producers of goods and services. EQ: Why do we need producers, sellers, and byers. SS.1E.1.5 Recognize the importance of saving money for future purchases. EQ: Why do we save money? Why do we make choices? SS.1.E.1.6 Identify that people need to make choices because of scarce resources. EQ: What do you do if your red crayon breaks? Why do we make choices?

Textbook: Unit 2, Lesson 3, Pages 62-65 Textbook: Unit 3, Lesson 3, Pages 96 - 99

Textbook: Unit 3, Lesson 4, Pages 102 - 103 Textbook: Unit 3, Lesson 4, Pages 100 - 101

The B. Bears and the Trouble with Money by Stan & Jan Berenstain The bears learn to earn money for a large purchase, then open a bank account to earn interest. The B. Bears Get the Gimmes by Stan & Jan Berenstain The bears have to decide what they really want. Alexander Who Used to Be Rich Last Sunday by Judith Viorst Alexander knows how he wants to spend his money, but keeps losing sight of his goal. Arthur’s Funny Money by Lillian Hoban Simple business concepts are introduced as Arthur attempts to earn enough money to buy a T-shirt and cap, assisted by his sister Violet. Uncle Jed’s Barbershop by Margaree King Mitchell At age 79, Uncle Jed, after a lifetime of obstacles (segregation and the Great Depression), finally realizes his dream of owning a barbershop.

CCSR1.4 Vocabulary Producers Sellers Byers CCSR1.4 Vocabulary scarce




Reading Rainbow Selections Elementary Social Studies

Always My Dad

Animal Café

Bread is for Eating

Fly Away Home

Follow the Drinking Gourd

Fox on the Job

Giving Thanks: A Native American Good Morning Message

Hail to Mail

How to Make an Apple Pie and See the World

June 29, 1999

Kate Shelley and the Midnight Express

Keep the Lights Burning, Abbie

Knots on a Counting Rope

The Lotus Seed

Meanwhile Back at the Ranch

Mrs. Katz and Tush

Mufaro’s Beautiful Daughters

My America: A Poetry Atlas of the United States

My Little Island

Ox-Cart Man

The Paper Crane

The Patchwork Quilt

Ruth Law Thrills a Nation

Silent Lotus

Someplace Else

Sunken Treasure

Tar Beach

Uncle Jed’s Barbershop

The Wall

Watch the Stars Come Out

The Wonderful Towers of Watts

Worksong




Topic Requirements by Statute

1. Declaration of Independence, Grades 2, 5

2. Federalist Papers, Grade 5

3. U.S. Constitution, Grades 2, 3, 5

4. Flag education, Grades K-2

5. Elements of federalism/fed/state/local, Grades 2, 3, 5

6. Holocaust, Grade 5

7. African American contributions, Grades K-5

8. Agriculture, Grades K, 2, 4

9. Alcohol/narcotics and effects on the body, Grades 1, 2, 4, 5

10. Kindness to animals, Grades K, 1, 2

11. Florida state history, Grade 4

12. Conservation of natural resources, Grades K-5

13. Health education, Grades K-5

14. Contributions of women, Grades K-5

15. Contributions of Hispanics, Grades K-5

16. Patriotism and sacrifices of veterans, Grades K-5




Social Studies K-5 Websites and Resources Teaching Social studies: A Literacy-Based Approach by Emily Schell and Douglas Fisher

www.pitt.edu/~poole/eledsocialstudies.html

www.internet4classrooms.com/social.htm

www.homeworkspot.com/elementary/socialstudies

www.ncpublicschools.org/curriculum/socialstudies/elementary

http://childparenting.about.com/od/elementarysocialstudies/Elementary_Social_Studies.htm

www.apples4theteacher.com/socialstud.html

http://www.findingdulcinea.com/guides/Education?Elementary-School-social-studies.html

www.pbs.org/teachers

www.csun.edu/~hcedu013/plans.html

www.socialstudies.org/resources

www.ket.org/education/links.htm

www.socialstudiesforkids.com

http://www.doe.virginia.gov/VDOE/Instruction/History/curriculum_framework_2008/index.html

www.theteacherscorner.net/lesson-plans/socialstudies/index.htm

www.studiesweekly.com

http://www.pitt.edu/~poole/eledsocialstudies.html

http://www.internet4classrooms.com/social.htm

http://www.homeworkspot.com/elementary/socialstudies

http://www.ncpublicschools.org/curriculum/socialstudies/elementary

http://childparenting.about.com/od/elementarysocialstudies/Elementary_Social_Studies.htm

http://www.apples4theteacher.com/socialstud.html

http://www.findingdulcinea.com/guides/Education?Elementary-School-social-studies.html

http://www.pbs.org/teachers

http://www.csun.edu/~hcedu013/plans.html

http://www.socialstudies.org/resources

http://www.ket.org/education/links.htm

http://www.socialstudiesforkids.com/

http://www.doe.virginia.gov/VDOE/Instruction/History/curriculum_framework_2008/index.html

http://www.theteacherscorner.net/lesson-plans/socialstudies/index.htm

http://www.studiesweekly.com/




Additional Resources That Encompass All Units

Social Studies Weekly

Character Education Studies Weekly

www.schoolwideonline.com

http://teacherlink.ed.usu.edu

www.edel.edu/dssep/econlit/econreadk.html

www.brainpopjr.com

Social Studies, Grades 1-2, Best Buy Bargain Books, published by Frank Schaffer 1994

Social Studies, Inventive Exercises to Sharpen Skills and Raise Achievement, Grades K-1, The Basic Not Boring Series, by Inventive

Publications, Inc., 1998

http://www.schoolwideonline.com/

http://teacherlink.ed.usu.edu/

http://www.edel.edu/dssep/econlit/econreadk.html

http://www.brainpopjr.com/




Additional Literature by Theme Primary Civics (K-2) Theme Addressed: Government

Title Author Subject Brief Description

Feathers and Fools Mem Fox Government/Arms Race

Parable

Peacocks and sw ans do not communicate w ith each other; they are fearful and distrustful and as a result each side

builds up an "arsenal" and destroys each other. A baby peacock and sw an decide to become friends and focus on their similarities rather than differences.

If I Were Queen of the World

Fred Hiatt Authority/Limits To Pow er Queen is very pow erful and self-indulgent; only the love of her little brother can reign in some of her unchecked and abusive pow er.

Kindergarten Show -Off Ann Martin Conflict Tw o friends are alw ays competing w ith each other; teacher devises a w ay for girls to sort through their conflict by

utilizing strategies and rules.

Too Many Tamales Gary Soto Family "Government" Child fears she has lost her mother's diamond ring; children eat tamales to f ind ring but mother has it all along.

We the People: The

Constitution of the United

States of America

Peter Spier Preamble of Constitution Author provides overview of Constitutional Convention and ratif ication, then uses illustrations to make each phrase in

the preamble come alive for children.

Theme Addressed: Values and Principles

Title Author Subject Brief Description

A Children's Chorus Dutton (Publisher) Values Illustrates the principles on w hich the United Nations Declaration of the Rights of the Child w ere based.

For Every Child text adapted by

Caroline Castle

The UN Convention on the

Rights of the Child

This book explains fourteen of the more prominent rights of the child under the UN Convention on the Rights of the

Child. Each article is accompanied by a tw o page illustrated spread. There is a compassionate forw ard by the Archbishop Desmond Tutu, and the full text of the Convention featured at the back of the book. The book is illustrated

by fourteen acclaimed artists.

Hanna's Cold Winter Trish Marx Self lessness in the face of

personal adversity

Hanna is a hippo at the zoo in Hungary. During WWII, the tow n became occupied by Germans and the people and

zoo creatures began to starve. How ever, the entire tow n began taking their straw mats and shoes to the starving

hippos in order to keep them alive during the cold w inter and German occupation.

Happy Birthday, Martin

Luther King

Jean Marzollo Values and principles MLK

fought for

Offers accessible biography of Dr. King's life and accomplishments. Outlines the values he stood for and concludes

w ith his assassination.

I Have A Dream Martin Luther King,

Jr. and Coretta Scott King

Values and principles

enunciated in the "I Have a Dream" speech

15 aw ard-winning artists illustrate MLK's speech. Artists also give their impressions about MLK's speech.

Juneteenth Jamboree Carole Boston Weatherford

Holidays that celebrate values and history

Chronicles the Juneteenth celebration, w hich recognizes the day on w hich slaves in Texas learned they w ere free—more than tw o years after the Emancipation Proclamation.

People* Peter Spier Diversity Celebrates diversity as an American value and transmits message that life w ould be very dull if everyone w ere the

same.




Theme Addressed: History

Title Author Subject Summary

An Ellis Island Christmas Maxinne Rhea

Leighton

Immigration Krysia and her family leave Poland to meet her father in America. She experiences a variety of emotions on their

voyage across the ocean, and makes friends w ith other passengers on the ship.

Cornstalks and

Cannonballs

Barbara Mitchell War w ith England, 1812 The legendary story of w hen the citizens of Lew es, Delaw are pulled together and scared aw ay a British ship that w as

blocking their harbor.

Escaping to America: A

True Story

Rosalyn Schanzer Immigration This book is based on the true story of the authors relatives w ho fled Poland after WWI due to anti-Semitic violence.

The family's relatives had already established themselves in America and w ould vouch for them. How ever, they still

had to escape from the w ar zone in Poland and survive the voyage to the U.S.

Faithful Elephants Translated by

Tomoko Tsuchiya

Dykes

World War II This is a true story about zoo animals in Tokyo that had to be killed during the bombing of the city during WWII for

fear they w ould run through the tow n if the zoo w as bombed directly. The main focus of the story in on three trained

elephants.

Freedom School, Yes! Amy Littlesugar Civil Rights during the

Summer of 1964

This story is based on the 1964 Mississippi Freedom School Summer Project. Despite the church w here the

Freedom school w as to be taught being burnt dow n and other hardships, the freedom school is established, and Jolie, he main character learns about her Black-American heritage. Illustrated by Floyd Cooper.

Freedom Summer Deborah Wiles Cilvil Rights during the Summer of 1964

This book takes place during the Summer w hen the Civil Rights act of 1964 w as passed. Segregation, southern w hite retaliation to the law , and the w illingness to stand up for w hat you believe are exposed through the friendship of tw o

young boys, one w hite and one black.

Grandfather's Journey Allen Say Immigration After traveling around the U.S., the author's grandfather returns to Japan and his family. He tells his grandson Allen

tales of California, and eventually the young man moves there. He f inds he loves both places, and he misses them

w henever he is aw ay.

In America Marissa Moss Immigration Walter's grandpa explains w hy he chose to come to America w hen other members of his family stayed in Lithuania.

Walter w onders if he w ould have done the same if he had been in his grandpa's shoes.

Katie's Trunk Ann Turner The American Revolution Katie's parents are know n as loyalists on the eve of the American Revolution. When the Patriots come to their house

in search of supplies, Katie hides in a trunk. Although one man f inds her, he keeps her secret and leaves her in

peace. His actions teach Katie that good people can have different beliefs.

Sw eet Clara and the

Freedom Quilt

Deborah Hopkinson

The Underground Railroad Clara is a young slave girl living on a plantation. She devises a secret code for the underground railroad that is quilted

onto blankets.

The Bracelet Yoshiko Uchida Japanese internment camps. Emi's friend gives her a bracelet the day before she is sent to an internment camp. She loses the bracelet, but w ith her mother's help she realizes she can remember her loved ones w ithout tangible objects.

The Lily Cupboard Shulamith Levey Oppenheim

World War II in Europe During WWII, a young Jew ish girl named Miriam is sent to stay w ith a farm family. When soldiers come to search the farm, she is forced to hide in a secret cupboard to remain safe.

Thunder at Gettysburg Patricia Gauch Battle of Gettysburg Tilly w atches the Battle of Gettysburg from her attic w indow as though it w ere a circus. How ever, soon she f inds herself draw n into the terrible and seemingly unending fray.

When Jessie Came Across the Sea

Amy Hest Immigration Thirteen year old Jessie travels from a tiny village in Eastern Europe to NYC and, w ith patience and determination, f inds success and happiness in her new country. Earns suff icient money to bring her beloved grandmother to

America. Exquisite illustrations by P.J. Lynch.




Theme Addressed: Geography

Title Author Theme Summary

All Kinds of Children Norma Simon Place, Relationships Beautifully illustrated w atercolors accompany the narrative w hich describes things children all over the w orld have in common; food, clothing, love, play, physical attributes, and the likes.

Is Anybody Up? Ellen Kandoian Location Early one Saturday morning a little girl named Mollie w oke up to a quiet house. While her family still slept, other people and animals w ho lived in the same time zone aw oke and greeted those around them.

Mapping Penny's World Loreen Leedy Location: Map-making and map

reading

In simplistic and colorful w ays, this book show s children how to create maps of their familiar surroundings.

Mojave Diane Siebert Place, Relationships, Region This epic poem is great for reading out loud. The author uses the text and illustrations to describe the beauty of the

Mojave desert and the story of its people's history.

My America: A Poetry

Atlas of the United States

Selected by Lee

Bennett Hopkins

Place, Region, Relationships This is a compilation of Poems, organized by region, about the geography of all the states in the Union. Poets

featured in the atlas include; Langston Hughes, Carl Sandburg, Nikki Giovanni, and Lilian Moore. Illustrations by

Stephen Alcorn.

My Cousin Katie Michael Garland Place, Relationships A young child, excited at the prospect of visiting Cousin Katie, describes her farm in rich detail.

People Peter Spier Place, Relationships This book explains and illustrates the differences and similarities of people all over the w orld.

Tar Beach Faith Ringgold Place, Movement As Cassie lies on the roof of her apartment building, w hich is know n as Tar Beach, she imagines herself f lying over

famous New York City landmarks. In her daydream the beautiful sites belong to her, a rew ard for the injustices her

family has suffered.

The Empty Lot Dale H. Fife Place, Relationships The book's main character, Harry Hale w ants to sell a small piece of land that had once been a part of his

grandfather's farm. How ever, w hen he visits the lot he discovers that the overgrow n land is home to many animals, and he has a change of heart.

The Life and Times of

the Apple

Charles Micucci

Place, Relationships, Region,

Location

This book provides information about apples, w hile teaching students to think geographically.

Time To Go David and Beverly

Fiday

Place, Relationships, Movement,

Region

Although this book does not contain a lot of text, there are many good vocabulary w ords. The story illustrates a

young boy's f inal trek around his family's farm on the day they move to a new home.

Window Jeannie Baker Location, Relationships This book tells a story through beautiful collage constructions of how rural areas become urbanized.

Theme Addressed: Economics

Title Author Theme(s) Summary

A Birthday for Frances Russell Hoban Barter This story discusses w hy people trade or barter for things.

A Country Far Aw ay Nigel Gray & Philippe

Dupasquier

Consumers Tw o boys consume different things; one boy lives in a village in Africa, w hile the other boy lives in a Western nation.

A Kid's Guide to Managing Joy Wilt Managing money This book teaches children how to manage money once they have earned it.




Money

A New Coat for Anna Harriet Ziesert Barter During WWII, a w oman trades her valuables for materials she needs to make a coat for her daughter.

Alexander Who Used to be

Rich Last Sunday

Judith Viorst Opportunity cost Alexander is forced to deal w ith the consequences of his actions.

Bananas from Manolo to

Margie

George Ancona Workers/producers,

consumers, specialization

The production of bananas in Honduras requires many specialized w orkers. This book looks at the producers and

consumers of bananas.

Bunny Money MaryAnn Wells Saving, spending, decision-making

Fire Fighters Ray Broekel Workers/producers, services, specialization

Men and w omen must go through specialized training programs to become fire f ighters because people depend on them in emergencies.

From Seed to Salad Hannah Lyons

Johnson

Interdependence Children w ork together to plant, cultivate, and harvest a garden.

"Helping" and "Bang-Klang"

in Where the Sidew alk Ends

Shel Silverstein Interdependence,

w orkers/producers

These tw o poems explore different situations in w hich people must help/rely on others.

How to Make an Apple Pie

and See the World

Marjorie Priceman Interdependence

Hunches in Bunches Dr. Seuss Choices A young boy is faced by several different options and struggles to make a decision about how to spend his time.

If You Give a Mouse a

Cookie

Laura Joffe Numeroff Wants The little mouse in this story has many w ants that soon lead him to desire other things.

In a People House Theo LeSieg Goods Uninvited guests, a bird and a mouse, take a tour of a family's house and discover an array of goods.

In My Tow n Richard Scarry Interdependence The author explains w hy goods, services, and specialization of w orkers are all needed to make a tow n run

smoothly.

Little Pig's Tale Nijel Gray Choices The main character must decide on w hat to buy his mother for her birthday.

"Magic Carpet" in A Light in

the Attic

Shel Silverstein Choices This poem examines the many possible uses of a f lying carpet.

Making Up Your Ow n Mind Joy Wilt Decisions and

tradeoffs

This book teaches children how to make decisions involving money and borrow ing.

"Ourchestra," "Pancakes?,"

"Hector the Collector,"

"Point of View ," "Poor Angus," & "Afraid of the

Dark" in Where the

Sidew alk Ends

Shel Silverstein Productive re-use, realistic

vs. unrealistic needs, different

people have different w ants and opinions

The author uses different poems to teach children lessons about w ants and needs.

People Who Help People Jane Belk Moncure Interdependence Family members and community w ork together to help one another on a daily basis.

People Working Douglas Florian Workers/producers This books contains numerous illustrations of people w orking on land, sea, and air, at all times of the day.

Pigs Will Be Pigs Amy Axelrod Money A family of pigs needs to eat, but they do not have enough money. The pigs look for money, f igure out w hat it w ill

buy, and go to a restaurant.

"Play Ball" in A Light in the

Attic

Shel Silverstein Interdependence This poem explains that children must w ork together to play baseball.




Richard Scarry's Busiest People Ever and Richard

Scarry's What Do People

Do All Day

Richard Scarry Workers/ producers Both of these books examine a w ide variety of people and the w ork they do.

Richard Scarry's What Do

People Do All Day

Richard Scarry Specialization and

interdependence

This book looks at a w ide variety of occupations.

Round and Round the

Money Goes

Melvin and Gilda

Berger

Money This book explains the development of money from its origins to modern usage as cash, checks, and credit cards.

Saturday Sancocho Leyla Torres Barter

Talking w ith Artists Pat Cummings, ed. Workers/producers A group of illustrators discuss how and w hy they became artists for children's books and include examples of their

w ork from both their childhood and adult experiences.

The Berenstain Bears Get

the Gimmes

Stan & Jan

Berenstain

Wants Brother and Sister Bear learn they cannot have everything they w ant.

The Goat in the Rug Charles L. Blood &

Martin Link

Workers/producers, natural,

human, and capital resources

This book about a Navajo w eaver and her goat provides a step-by-step description of rug making and allow s

students an opportunity to distinguish betw een the different types of resources.

The Hundred Penny Box Sharon Bell Mathis Value of money Michael's relative uses her collection of pennies to teach him about life during the Depression.

The Mitten Jan Britt Scarcity In this story several w oodland creatures try to make a mitten into their new home. How ever, as more and more

animals discover the cozy hideaw ay space becomes very limited.

The Money Tree Sarah Stew art Value of money A w oman grow s a money tree in her yard and must deal w ith the people w ho w ant to pick the money tree's leaves.

The "Painter" in A Light in

the Attic

Shel Silverstein Workers/producers This poem describes the w ork of a painter.

The Popcorn Book Tomie dePaola Workers/producers, resources

This book discusses the history of producing and preparing popcorn; the author also includes several recipes.

The Story of Money Ed Steinberg Value of money This comic book discusses and illustrates forms of money, its origins and value, and explains w hy money plays an important role in societies throughout the w orld.

Tony's Bread Tomie dePaola Workers/producers An Italian baker named Tony makes a loaf of bread.

Tops and Bottoms Janet Stevens Entrepreneurship, venture capitalism, investment,

competition

This book is a sequel to Aesop's "Hare and the Tortoise". The economic lessons in the story are based upon Hare being dow n on his luck and f inding

a w ay to support his family.

Understanding Money Carol and James

Barkin

Spending, saving, value of

money

The author compares the purchasing pow er of money throughout the w orld and looks at how savings accounts

w ork.

"Us" in Where the Sidew alk

Ends

Shel Silverstein Choices In this poem a person has a diff icult time making a choice.

What Will I be? A Wish

Book

Kathleen Krull Cow les Workers/producers The children in this story imagine w hat their future jobs w ill be like.

Where Does This Come

From? Bubble Gum

H.I. Peeples Workers/producers,

resources

This book looks at the origin of bubble gum and discusses the means of production.

Documents

SOCIAL STUDIES Grade 1...OKALOOSA COUNTY SCHOOL DISTRICT CURRICULUM GUIDE SOCIAL STUDIES Grade 1 Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief OfficerOkaloosa