Jasmin Adams; Maria Duran

Fall 2013
Social Studies: 1st Grade
Alief Pacing Guide; People and Places (Teachers Edition), HISD Social Studies Planning Guide
Houston Baptist University
Dr. Busiek
Education 4301-Curriculum and Instruction

General Goals
1. The students will learn how families have changed over time.
2. The students will learn how jobs in the community have changed over time.
3. The students will learn how needs and wants have changed over time.
4. The students will learn how changes in technology have impacted the community.
5. The students will discover what makes our nation great.
6. The student will learn about the American economic system.
7. The student will develop a healthy self-concept.

Summary of TEKS
In 1st grade social studies, students will learn the foundations of each branch which
include citizenship, technology, geography, culture, history, economics, and government. They
will begin to investigate what makes a good citizen and will be introduced to some historic
examples.

Students will begin an understanding of the different kinds of technology. In

geography, students will understand the relative location of places, the purpose of maps and
globes, and various physical and human characteristics. Culture will be explored by
understanding the importance of family and community beliefs, customs, language, and tradition.
History and chronology will be introduced through important historical individuals. Students will
begin to analyze the basic needs and how to meet them as a basis for economics. They will also
be introduced to government through establishing and recognizing the rules at home, school, and
the community.

1St Grade Social Studies TEKS

113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(a) Introduction.
(1) In Grade 1, students study their relationship to the classroom, school, and community to
establish the foundation for responsible citizenship in society. Students develop concepts of time
and chronology by distinguishing among past, present, and future events. Students identify
anthems and mottoes of the United States and Texas. Students create simple maps to identify the
location of places in the classroom, school, and community. Students explore the concepts of
goods and services and the value of work. Students identify individuals who exhibit good
citizenship. Students describe the importance of family customs and traditions and identify how
technology has changed family life. Students sequence and categorize information. Students
practice problem-solving, decision-making, and independent-thinking skills.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich
material is encouraged. Motivating resources are available from museums, historical sites,
presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills
for social studies. A greater depth of understanding of complex content material can be attained
when integrated social studies content from the various disciplines and critical-thinking skills
are taught together. Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible illustrative
examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this
course and understand that this system may also be referenced as capitalism or the free market
system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students
to understand the importance of patriotism, function in a free enterprise society, and appreciate
the basic democratic values of our state and nation as referenced in the Texas Education Code
(TEC), 28.002(h).
(6) Students understand that a constitutional republic is a representative form of government
whose representatives derive their authority from the consent of the governed, serve for an
established tenure, and are sworn to uphold the constitution.
(7) Students must demonstrate learning performance related to any federal and state mandates
regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate
Freedom Week, according to the TEC, 29.907, primary grades lay the foundation for

subsequent learning. As a result, Grade 1 Texas essential knowledge and skills include standards
related to this patriotic observance.
(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.
(b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The
student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state,
and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
(2) History. The student understands how historical figures, patriots, and good citizens helped
shape the community, state, and nation. The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George
Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the
community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett
Morgan, and Richard Allen, and other individuals who have exhibited individualism and
inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical
figures and other individuals who have influenced the community, state, and nation.
(3) History. The student understands the concepts of time and chronology. The student is
expected to:
(A) distinguish among past, present, and future;
(B) describe and measure calendar time by days, weeks, months, and years; and
(C) create a calendar and simple timeline.
(4) Geography. The student understands the relative location of places. The student is expected
to:
(A) locate places using the four cardinal directions; and
(B) describe the location of self and objects relative to other locations in the classroom
and school.
(5) Geography. The student understands the purpose of maps and globes. The student is
expected to:
(A) create and use simple maps such as maps of the home, classroom, school, and
community; and

(B) locate the community, Texas, and the United States on maps and globes.
(6) Geography. The student understands various physical and human characteristics. The student
is expected to:
(A) identify and describe the physical characteristics of place such as landforms, bodies
of water, natural resources, and weather;
(B) identify examples of and uses for natural resources in the community, state, and
nation; and
(C) identify and describe how the human characteristics of place such as shelter, clothing,
food, and activities are based upon geographic location.
(7) Economics. The student understands how families meet basic human needs. The student is
expected to:
(A) describe ways that families meet basic human needs; and
(B) describe similarities and differences in ways families meet basic human needs.
(8) Economics. The student understands the concepts of goods and services. The student is
expected to:
(A) identify examples of goods and services in the home, school, and community;
(B) identify ways people exchange goods and services; and
(C) identify the role of markets in the exchange of goods and services.
(9) Economics. The student understands the condition of not being able to have all the goods and
services one wants. The student is expected to:
(A) identify examples of people wanting more than they can have;
(B) explain why wanting more than they can have requires that people make choices; and
(C) identify examples of choices families make when buying goods and services.
(10) Economics. The student understands the value of work. The student is expected to:
(A) describe the components of various jobs and the characteristics of a job well
performed; and
(B) describe how specialized jobs contribute to the production of goods and services.
(11) Government. The student understands the purpose of rules and laws. The student is
expected to:
(A) explain the purpose for rules and laws in the home, school, and community; and
(B) identify rules and laws that establish order, provide security, and manage conflict.

(12) Government. The student understands the role of authority figures, public officials, and
citizens. The student is expected to:
(A) identify the responsibilities of authority figures in the home, school, and community;
(B) identify and describe the roles of public officials in the community, state, and nation;
and
(C) identify and describe the role of a good citizen in maintaining a constitutional
republic.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by
historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality,
respect for oneself and others, responsibility in daily life, and participation in government
by educating oneself about the issues, respectfully holding public officials to their word,
and voting;
(B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor
Roosevelt who have exemplified good citizenship; and
(C) identify other individuals who exemplify good citizenship.
(14) Citizenship. The student understands important symbols, customs, and celebrations that
represent American beliefs and principles and contribute to our national identity. The student is
expected to:
(A) explain state and national patriotic symbols, including the United States and Texas
flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag
and the Pledge to the Texas Flag;
(C) identify anthems and mottoes of Texas and the United States;
(D) explain and practice voting as a way of making choices and decisions;
(E) explain how patriotic customs and celebrations reflect American individualism and
freedom; and
(F) identify Constitution Day as a celebration of American freedom.
(15) Culture. The student understands the importance of family and community beliefs,
customs, language, and traditions. The student is expected to:
(A) describe and explain the importance of various beliefs, customs, language, and
traditions of families and communities; and
(B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs,
language, and traditions of communities.

(16) Science, technology, and society. The student understands how technology affects daily
life, past and present. The student is expected to:
(A) describe how technology changes the ways families live;
(B) describe how technology changes communication, transportation, and recreation; and
(C) describe how technology changes the way people work.
(17) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
(A) obtain information about a topic using a variety of valid oral sources such as
conversations, interviews, and music;
(B) obtain information about a topic using a variety of valid visual sources such as
pictures, symbols, electronic media, maps, literature, and artifacts; and
(C) sequence and categorize information.
(18) Social studies skills. The student communicates in oral, visual, and written forms. The
student is expected to:
(A) express ideas orally based on knowledge and experiences; and
(B) create and interpret visual and written material.
(19) Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, generate options, predict outcomes, take action to implement a decision, and
reflect on the effectiveness of that decision.

Statement of Fit
Students entering the 1st grade should know the basic concepts of social studies. This
includes citizenship, history, chronology, geography, economics, government, and culture.
Citizenship, in Kindergarten, encompasses responsibility of self, family, and the school
community. History includes state and national traditions such as holidays and famous
contributors. Chronology is introduced to lay the basis of time. Geography is introduced to
describe location and characteristics of places. Students begin to understand economics by
identifying human needs and ways to meet them. They are introduced to government to learn the
necessity of rules at home, the school community, and society. Students begin to understand
culture by comparing family customs and traditions and naming the different types of technology
found at home.
In 1st grade, students extend this established basis of social studies. In citizenship, the
students will analyze their relationship with the classroom, school and community. This will lay
the foundation of citizenship in our society. They also study individuals who display good
citizenship. Chronology is extended to include and distinguish the concepts of past, present and
future. History includes identification of anthems and symbols of both the United States and
Texas. Geography is widened to incorporate maps. Students knowledge of economics is
expanded from basic needs to goods and services and the value of work. Students unfold culture
to describe the importance of family traditions and customs and to describe how technology has
changed life at home.
Social studies relates to all subjects. It helps children practice their reading and writing
skills when doing assignments. Also chronology relates to math because it discusses numbers
and their differences. Science is similar to social studies because both require problem solving

strategies, independent thinking, and decision making. During a science experiment, students
must use these skills to interpret data or come up with a conclusion. In social studies, students
use these skills when exploring information of two or more concepts of history or technology.
When they enter 2nd grade, students will expand their perception of social studies even
further. Students examine the impact of individuals and events in the history of the community,
state, and nation. Geography is expanded to include the relationship between the environment of
locations and human activities and the concepts of consumers and producers are introduced.
Government is extended to include functions of government. They also continue to expand their
knowledge of American and Texan customs, symbols, and celebrations. They build on their
concepts of technology to incorporate the innovations of transportation and communication made
by technology.

Rationale
Students should be taught this subject to be more knowledgeable about their past, to be
more understanding of their present, and to predict what their future could be like. They should
learn this subject so that they can be provided with skills for productive problem solving and
decision making. Students are able to learn why its so amazing that we live in a free society with
so many opportunities. They will form an appreciation for the life they live. Students are able to
learn more about the right way he or she should act in a group. In a social studies lesson, the
student could even learn all about the different types of currency we use and how to use them.
Social Studies involves 6 strands: Economics, Sociology, Anthropology, History,
Geography, and Political Science. While you dont learn much about each of these strands in this
lower level grade, a student that studies social studies beyond this grade level would be prepared
to do a multitude of jobs, depending on their main strand focus. They could become stock
brokers, accountants, or own their own business. They could work for any type of social service
or museum work. They could also be a meteorologist, a city planner, or a geographer. Students
could even become the next president of the United States, a judge, or do any other political job.
This course will help students be ready for the real world when they get older. Students
will be able to function in our democratic society as a responsible and respectful citizen. Students
will be able to work effectively and efficiently in the workforce. Students will definitely continue
to take social studies courses in high school. They will even have to complete a test over a few
types of social studies before they can graduate or move up to the next grade. Youre even
required to take some type of social studies in college, so a background of it in your younger
grades will prepare you for those higher learning courses.

Tim
Date
e
8/19

8/23

Title

1
Day

5
days

9/2

9/3
9/4

9/5
9/6

TEKS

Student Holiday/ Staf

Work Day

8/26

8/27

8/30

Summary

Resources/
Textbook
pgs.

Birthdays!

School
Communit
y

TSW be
introduced to the
calendar and be
able to spot their
birthday on it, as
well as learn the
days of the weeks
and measure
calendar time.
TSW be able to
explain the
meaning of rules
in the school.
TSW also help
create
rules/consequenc
es for the class.

3B, 3C

11A, 11B,
14D, 19A

Calendar

Alief Pacing
Guide
People and
Places Pgs.
130-131

Student/ Staf Holiday

2
days

2
days

What is a
leader?
(Part 1)

What is a
leader?
(Part 2)

TSW will be able

to explain why
leaders are
important and
what a leader is.

TSW be able to
explain what
makes a good
leader.

11B, 12A,
18A

I Am a Leader
Activity Page
People and
Places
Pgs. 132-135

11B, 12A,
18A

Alief Pacing
Guide
People and
Places
Pgs. 132-131

9/9
9/20

9/23

9/27

9/30

10/1
1

10
days

Good
Citizenship

5
days

Good
Citizens in
the
Communit
y

10
days

10/1
4

10/1
5
-10/
18

Citizenship
in America

TSW be able to
explain what a
good citizen is
and learn about
other good
citizens. TSW be
able to explain
why it is nice to
follow the rules
of their leaders.
TSW will learn
about good
citizens,
including
historical figures
that have
influenced the
nation and be
able to explain
why they are
good.
TSW understand
the meaning of
symbols,
customs, and
celebrations that
represent
American beliefs.

Alief Pacing
Guide
12C, 13A,
13B, 13C

2A, 2B,
2C, 3A,
12A, 13B

14A, 14B,
14C, 14E

People and
Places
Pgs. 104-105,
138-139,
152-157

Alief Pacing
Guide
Bio Cards
People and
Places
Pgs. 136-137

Alief Pacing
Guide
Symbol
Riddles
Activity Page
People and
Places
Pgs. 142-149,
158-159

Student/ Staf Holiday

3
Days

Families

TSW be able to
learn the ways
diferent families
celebrate
holidays and
recognize the
importance of
diferent
cultures.

15A, 18A,
18B

Alief Pacing
Guide
People and
Places
Pgs. 18-21

10/2
1
11/1

11/4
-11/
15

11/1
811/2
1

11/2
5
11/2
9
12/2

12/6

12/9

12/2
0

10
Days

10
Days

5
Days

Families
and
Technolog
y

Past,
Present,
and Future

Thanksgivi
ng

TSW be able to
learn about the
way technology
efects the way
they live daily
and the way
technology has
changed for
families over the
years.

TSW be able to
learn that events
that happen now
will become
events of the
past.
TSW be able to
understand that
Thanksgiving
helps us to
remember to be
thankful for what
we have and the
history of the
holiday.

3A, 7A,
16A, 16B,
16C

Alief Pacing
Guide:
PP-Home and
Technology
Time-warp.org

3A, 3B,
3C

1A, 1B

Alief Pacing
Guide:
PP-Past,
Present,
Future

Alief Pacing
Guide

Student/ Staf Holiday

5
Days

9
Days

Basic
Economics
: Then and
Now
(Part 1)

TSW learn how

goods and
services help
meet our wants
and needs.

Basic
Economics
: Then and
Now
(Part 1)

TSW learn that

people work at
jobs to create the
goods and
services.

Alief Pacing
Guide
3A, 8A

3A, 10A,
10B, 16A

People and
Places
Pgs. 176-177,
186-187
Alief Pacing
Guide
People and
Places
Pgs. 180-183,
188-189
Field Trip to

Childrens
MuseumKidtropolis

12/2
3
12/2
7
12/3
0
1/3

Student/ Staf Holiday

Student/ Staf Holiday

1/6

Student Holiday/ Staf

Work Day

1/7
1/10

1/13

1/17

5
days

Then &
Now

4
days

Then &
Now

The student will

learn of supply
and demand.
They will learn
that people buy
and sell things
others want and
need.
The student will
continue on the
topic of supply
and demand. The
student will learn
the diference
between wants
and needs.

8A, 8B,
8C

Alief Pacing
Guides
People and
Places
Pgs. 192-195

9A, 9B,
9C

Alief Pacing
Guides

Student/Staf Holiday

1/21
-1/24
4
days

Events and
people to
Remember

1/27

1/31
5
days

2/3
2/7

5
days

What is
Geography
?

Natural
Resources

The students
learn what
natural resources
are and where
they come from.

President
s Day

Students will
learn the
importance of
Presidents Day
by talking about
two of the best
presidents,
George
Washington and
Abraham Lincoln.

2/10
-2/14
5
days

2/17

Students will be
introduced to
important figures
and events in
history, such as
Martin Luther
King Jr. the
students will
write about
Martin Luther
King Jr. and why
he is important.
The students will
be introduced to
basic geographic
skills such as
using maps,
globes and
cardinal
directions to find
places. Students
will create their
own maps of the
classroom.

2A, 2C

HISD Pacing
Calendar

HISD Pacing
Calendar
4A, 4B,
5A, 5B

People and
Places
Pgs. 72-73

HISD Pacing
Calendar
6A, 6B

People and
Places
Pgs. 96-99
Alief Pacing
Guides

2A, 2C

People and
Places
Pgs. 240-243.
248-251

Student Holiday/ Staf

Work Day

2/18
2/21

2/24

2/28

5
days

Natural
Resources
and Us

5
days

The Earth
Around Us

5
days

Changes in
Our Lives

3/3
3/7

3/10

3/14
3/17

3/21

The students will

look at how
people use these
natural resources
and for what
purpose.
Students will
develop a graphic
organizer listing
resources and
their
usage/purpose.
Students will
identify and
describe physical
characteristics of
places on Earth.
They will create
pictures of places
and label them.
Students will
explore efects
technology has
created in the
way people live.
They will
compare two
centuries and
how life difers
because of
technology.

6B

HISD Pacing
Calendar

6C

HISD Pacing
Calendar

16A,16B

HISD Pacing
Calendar

Student/ Staf Holiday

5
days

Changes in
Our Lives

Students will
continue their
exploration of
technologys
impact on our
lives by
investigating how
technology
afected the way
people work.
They will

16C

HISD Pacing
Calendar

3/24

3/28

3/31
4/4

4/7
4/11

5
days

Historical
Records

5
days

My
Historical
Record

5
days

My
Historical
Record

4
days

Decisions

4/14

4/17

compare two
centuries to find
diferences
because of
technology.
Students will be
introduced to
what Historical
records are and
how to analyze
them by looking
at people,
location and
events mentioned
in the records.
Students will use
the examples
provided in class
to create their
own historical
record.
Students will
share their
records as a class
and discuss what
they are about.
Students will be
divided into
groups in which
they will practice
their decision
making skills by
collaborating as a
group to choose a
historical figure
covered by the
class. The groups
will collaborate to
decide what they
want their poster
to include such as
drawings and
text about the
figure.

17A, 17B

HISD Pacing
Calendar

18B

HISD Pacing
Calendar

18A

HISD Pacing
Calendar

19B

HISD Pacing
Calendar

4/18

4/21

4/25

4/28
5/2

5/5
5/9

Student/ Staf Holiday;

Bad Weather Day
5
days

Decisions

5
days

Solving
Problems

5
days

Solving
Problems

5
days

The Future

5/12

5/16

5/19

5/23

5
days

The Future

The groups will

present their
poster and talk
about the
decisions they
made and how
they made these
decisions.
The students will
talk as a class
about problems
they encounter
throughout the
school year.
The students will
apply their
problem solving
skills to solve the
problems they
encountered.
Students will go
over the concept
of change. They
will begin by
comparing how
they were at the
beginning of first
grade. Noting the
diferences that
took place as
they compare
how they are
now. They will
create a Venn
Diagram.
Students will
continue to
analyze the
concept of
change but now
will look into the
future of second

19B

HISD Pacing
Calendar

19A

HISD Pacing
Calendar

19A

HISD Pacing
Calendar

16B

HISD Pacing
Calendar

16B

HISD Pacing
Calendar

grade.

5/26

Student/ Staf Holiday;

Bad Weather Day

5/27
6/5
4
days

6/6

Last week
of school
Celebratio
n

Students will
discusses what
they loved about
first grade and
what they are
looking forward
top as they enter
second grade.
The last day will
be a goodbye
party.

None

None

Student Holiday/ Staf

Work Day