Connecticut Elementary and Secondary Social Studies Frameworks — Grade 1

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CIV 1.2

Explain how all people, not just official leaders, play an important role in a community.

CIV 1.3

Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

CIV 1.4

Apply civic virtues when participating in school settings.

CIV 1.5

Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

CIV 1.6

Explain the need for and purposes of rules in various settings inside and outside of school.

CIV 1.7

Explain how people can work together to make decisions in the classroom.

CIV 1.8

Identify and explain how rules function in public.

CIV 1.9

Describe how people have tried to improve their communities over time.


Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).

ECO 1.1

Explain how scarcity necessitates decision-making.

ECO 1.2

Identify the benefits and costs of making various personal decisions.

ECO 1.3

Describe the goods and services that people in the local community produce and those that are produced in other communities.

ECO 1.4

Explain how people earn income.

GEO 1.1

Construct maps, graphs and other representations of familiar places.

GEO 1.2

Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

GEO 1.3

Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

GEO 1.4

Explain how weather, climate, and other environmental characteristics affect peoples lives in places or regions.

HIST 1.1

Compare life in the past to life in the present.

HIST 1.2

Generate questions about individuals and groups who have shaped a significant historical change.

HIST 1.3

Compare perspectives of people in the past to those in the present.

HIST 1.4

Identify different kinds of historical sources.

HIST 1.5

Explain how historical sources can be used to study the past.

HIST 1.6

Identify the maker, date, and place of origin for a historical source from information within the source itself. HIST 1.7 Generate questions about a particular historical source as it relates to a particular historical event or development.

HIST 1.7

Generate questions about a particular historical source as it relates to a particular historical event or development.

HIST 1.8

Generate possible reasons for an event or development in the past.

INQ K–2.1

Explain why the compelling question is important to the student.

INQ K–2.10

Construct an argument with reasons

INQ K–2.11

Construct explanations using correct sequence and relevant information.

INQ K–2.12

Present a summary of an argument using print, oral, and digital technologies.

INQ K–2.13

Ask and answer questions about arguments.

INQ K–2.14

Ask and answer questions about explanations.

INQ K–2.15

Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

INQ K–2.16

Identify ways to take action to help address local, regional, and global problems.

INQ K–2.17

Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

INQ K–2.2

Identify disciplinary ideas associated with a compelling question.

INQ K–2.3

Identify facts and concepts associated with a supporting question.

INQ K–2.4

Make connections between supporting questions and compelling questions.

INQ K–2.5

Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions.

INQ K–2.6

Gather relevant information from one or two sources while using the origin and structure to guide the selection.

INQ K–2.7

Evaluate a source by distinguishing between facts and opinion.