Maine Learning Standards for Social Studies — Grade 1

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Identify questions related to social studies.


Follow an established procedure for locating sources appropriate to reading level.


Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs.


Share information gathered using oral and visual examples.


Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations.


Describe history as stories of the past.


Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically based traditions.


Identify past, present, and future in stories, pictures, poems, songs, or videos.


Apply terms such as before and after in sequencing events.


Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.


Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts.


Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.


Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.


Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills, and relevant information.


Students select, plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the projects potential civic contribution.


Describe and provide examples of democratic ideals.


Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.


Identify community workers and volunteers and the roles they play in promoting the common good.


Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.


Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.


Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions.


Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.


Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.


Describe how money is earned and managed in order to buy goods and services and save for the future


Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.


Describe the work and contribution of various groups to the economics of the local community in the past and present.


Explain that geography is the study of the Earths surface and peoples.


Create visual representations of the immediate neighborhood and community.


Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.