Nebraska Social Studies Standards — Grade 1

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SS 1.1.1

Students will identify and explain the importance of leaders and team members within their neighborhood and school community.

SS 1.1.1.a

Explain how rules reduce and help resolve conflicts

SS 1.1.1.b

Describe the responsibilities of leaders and team members,

SS 1.1.2

Students will understand characteristics of good citizenship by recognizing historical figures, holidays, and patriotic symbols.

SS 1.1.2. b

Identify patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Martin Luther King Jr. Day, 4th of July, Presidents Day)

SS 1.1.2.c

Identify important historical and current government figures that exemplify civic engagement (e.g. Governors, Presidents)

SS 1.1.2a

Identify citizenship skills (e.g., responsibility, justice, equality, voting)

SS 1.2.1

Students will recognize economic wants and needs can be satisfied by consuming goods or services.

SS 1.2.1.a

Differentiate between goods and services (e.g. examples of goods and services students have consumed)

SS 1.2.11

Begins in Middle School

SS 1.2.13

Begins in Middle School

SS 1.2.2

Students will identify natural resources.

SS 1.2.2.a

Identify various natural resources (e.g., forests, soil, minerals, water, air, animals, oil, and natural gas)

SS 1.2.5

Begins in Middle School

SS 1.2.6

Students will compare spending and saving opportunities.

SS 1.2.6.a

Give examples of situations where students and families have chosen to save for future purchases

SS 1.2.7

Begins in High School

SS 1.2.8

Begins in High School

SS 1.2.9

Begins in High School

SS 1.3.1

Students will explore where (spatial) and why people, places and environments are organized in their world.

SS 1.3.1.a

Locate places using the four cardinal directions

SS 1.3.1.b

Identify and describe locations in the school or home (e.g., the cafeteria is next to the kitchen, the office is by the front door)

SS 1.3.1.c

Create and use simple maps (e.g., maps of the home and classroom)

SS 1.3.1.d

Analyze why things are located where they are (e.g., 'Why is the nurse's office located by the main office?' )

SS 1.3.1.e

Distinguish between continents and oceans

SS 1.3.2

Students will explore places and regions.

SS 1.3.2.a

Identify and differentiate between physical features (e.g., mountains, plains, hills, oceans, islands)

SS 1.3.2.b

Identify and differentiate between human features (e.g., cities, buildings, farms)

SS 1.3.2.c

Explain how places change over time (e.g., new building or a bigger road)

SS 1.3.3

Students will identify natural processes in their physical world.

SS 1.3.3.a

Identify elements of weather and the effects on human activity (e.g., people wear coats and mittens in the winter)

SS 1.3.3.b

Identify the four seasons and the effects on human activity (e.g., playing outside in summer and inside in winter)

SS 1.3.4

Students will recognize that people belong to different groups and live in different settings.

SS 1.3.4.a

Describe cultures of the local community and other communities (e.g., food, language, celebrations)

SS 1.3.4.b

Describe places in the community (e.g., farms, parks, houses, stores)

SS 1.3.5

Students will explore the relationship between humans and their physical environment.

SS 1.3.5.a

Interpret the impact of weather on everyday life (e.g., tornadoes, blizzards, floods)

SS 1.3.5.b

Match resources to their sources (e.g., food from farms, wood from trees, minerals from the ground, fish from the sea)

SS 1.3.5.c

Identify environmental issues related to the physical environment (e.g., drought, poor soil development, deserts, terrain)

SS 1.3.6

Students will use geographic skills to make connections to their lives.

SS 1.3.6 a

Give examples of how geographic knowledge or techniques have been applied in the past, present and future (e.g., make a map of the school)

SS 1.4.1

Students will describe chronological relationships and patterns.

SS 1.4.1.a

Identify concepts of time and chronology (e.g., past, present, future; calendar weeks)

SS 1.4.1.b

Read dates on a calendar. (e.g., fourth day of week, number of Fridays in a month, etc.)

SS 1.4.1.c

List and describe life events over time; (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)

SS 1.4.1.d

Identify the chronology of family events and their impact

SS 1.4.2

Students will identify historical people, events, ideas, and symbols.

SS 1.4.2.a

Identify the contributions of historical people and the impact of symbols, including various cultures and ethnic groups (e.g., Abraham Lincoln, Martin Luther King, Jr., Standing Bear, American Bald Eagle, Statue of Liberty)

SS 1.4.2.b

Describe how objects including books, letters, and other artifacts help us to understand the past

SS 1.4.3

Students will identify multiple perspectives of events.

SS 1.4.3.a

Use more than one source to gather details about the same event (e.g., holiday celebrations)

SS 1.4.4

Students will identify past and current events, issues, and problems.

SS 1.4.4.a

Describe how people's actions affect others (e.g., Why did our family move here? )

SS 1.4.5

Students will develop historical research skills.

SS 1.4.5.a

Develop questions about their family history

SS 1.4.5.b

Identify and cite appropriate sources for research (e.g., identifying the title and author of the book from which they took information)

SS 1.4.5.c

Gather historical information about their family (e.g., have a conversation with a family member)

SS 1.4.5.d

Present historical information about their family (e.g., pictures, posters, oral/written narratives)

SS 2.2.9

Begins in High School