Arizona Social Studies Standards — Grade 1


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SS01-S1C1

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

SS01-S1C1.a

Place important life events in chronological order on a timeline.

SS01-S1C1.b

Retell stories to describe past events, people, and places.

SS01-S1C1.c

Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past

SS01-S1C10

Current events and issues continue to shape our nation and our involvement in the global community.

SS01-S1C10.a

Use information from written documents, oral presentations, and the media to discuss current local and state events.

SS01-S1C2.

The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.

SS01-S1C2.a

Recognize that the development of farming allowed groups of people to settle in one place and develop into cultures/civilizations (e.g., Ancestral Puebloans (Anasazi), Hohokam, Moundbuilders, Aztec, Mayan).

SS01-S1C2.b

Recognize that settlement led to developments in farming techniques (e.g., irrigation), government, art, architecture, and communication in North America.

SS01-S1C3.

The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.

SS01-S1C3.a

Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus, settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).

SS01-S1C3.b

Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the First Thanksgiving).

SS01-S1C3.c

Describe the exchange of ideas, culture and goods between the Native Americans and the Pilgrims.

SS01-S1C3.d

Recognize that the United States began as the Thirteen Colonies ruled by England.

SS01-S1C3.e

Compare the way people lived in Colonial times with how people live today (e.g., housing, food transportation, school).

SS01-S1C9.

Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.

SS01-S1C9.a

Recognize that Rosa Parks, Martin Luther King Jr., and Cesar Chavez worked for and supported the rights and freedoms of others.

SS01-S2C1.

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

SS01-S2C1.a

Place important life events in chronological order on a timeline.

SS01-S2C1.b

Retell stories to describe past events, people, and places.

SS01-S2C1.c

Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

SS01-S2C2

The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

SS01-S2C2.a

Recognize that the development of farming allowed groups of people to settle in one place and develop into civilizations (e.g., Egypt).

SS01-S2C2.b

Recognize that settlement led to the development of farming techniques (e.g., Nile River flooding), government (e.g., pharaohs), art/architecture (e.g., pyramids), and writing (e.g., hieroglyphics) which contributed to the advancement of the Ancient Egyptian civilization.

SS01-S2C2.c

Recognize that civilizations in the Americas had similar characteristics to the Egyptians.

SS01-S2C5.

Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies world wide, transforming and creating nations.

SS01-S2C5.a

Recognize why England and Spain wanted to rule other areas of the world.

SS01-S2C9.

The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

SS01-S2C9.a

Use information from written documents, oral presentations, and the media to discuss current events.

SS01-S3C1

The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.

SS01-S3C1.a

a) American flag; b) Bald Eagle; c) Statue of Liberty; d) White House; e) Washington Monument.

SS01-S3C1.b

Recognize the Pledge of Allegiance and the National Anthem.

SS01-S3C1.c

Practice examples of democracy in action (e.g., voting, making classroom rules).

SS01-S3C1.d

Recognize how students work together to achieve common goals.

SS01-S3C1.e

a) Thanksgiving; b) Presidents' Day; c) Martin Luther King, Jr. Day; d) Fourth of July; e) Constitution Day

SS01-S3C1.f

Recognize state symbols of Arizona (e.g., bird, flower, tree, flag).

SS01-S3C1.g

Recognize that people in Arizona and the United States have varied backgrounds, but may share principles, goals, customs, and traditions.

SS01-S3C2.

The United States structure of government is characterized by the separation and balance of powers.

SS01-S3C2.a

Identify the current President of the United States and Governor of Arizona.

SS01-S3C4

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation's history.

SS01-S3C4.a

Identify examples of responsible citizenship in the school setting and in stories about the past and present.

SS01-S3C4.b

a) elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; b) importance of participation and cooperation in a classroom and community; c) why there are rules and the consequences for violating them; d) responsibility of voting (every vote counts)

SS01-S3C4.c

Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground.)

SS01-S4C1. Concept / Standard: The World in Spatia

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.

SS01-S4C1.a

Recognize different types of maps (e.g., political, physical) serve various purposes.

SS01-S4C1.b

a) compass rose; b) symbols; c) key/legend.

SS01-S4C1.c

Construct a map of a familiar place (e.g., classroom, bedroom, playground) that includes a compass rose, symbols, and key/legend.

SS01-S4C1.d

a) physical (i.e., ocean continent, river, lake, mountains, islands); b) human (i.e., equator, North and South Poles).

SS01-S4C1.e

a) physical (i.e., continent, ocean, river, lake, mountains, islands) b) human (i.e., equator, North and South poles, country)

SS01-S4C1.f

Locate Arizona on a map of the United States.

SS01-S4C2.

Places and regions have distinct physical and cultural characteristics.

SS01-S4C2.a

Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.

SS01-S4C2.b

Discuss physical features (e.g., mountains, rivers, deserts) in the world.

SS01-S4C2.c

Recognize through images of content studied (e.g., Egypt, Arizona, local community) that places have distinct characteristics.

SS01-S4C2.d

Discuss the ways places change over time.

SS01-S4C3.

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development.

SS01-S4C3.a

Identify, compare, and describe plants and animals in various habitats.

SS01-S4C3.b

Identify the basic properties and uses of earth materials (rocks, soil, water, conservation).

SS01-S4C3.c

Identify objects in the sky (sun, moon, stars, clouds).

SS01-S4C3.d

Understand characteristics of weather patterns and how they affect daily activities.

SS01-S4C4

Human cultures, their nature, and distribution affect societies and the Earth.

SS01-S4C4.a

Discuss elements of cultural (e.g., food, clothing, housing, sports, holidays) of a community in areas studied (e.g., local community, Arizona, Egypt).

SS01-S4C4.b

Discuss how land in the students' community is used for industry, housing, business, agriculture, and recreation.

SS01-S4C4.c

Describe how people earn a living in the community and the places they work.

SS01-S4C5

Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.

SS01-S4C5.a

Identify ways (e.g., clothing, housing, crops) humans adapt to their environment.

SS01-S4C5.b

Identify resources that are renewable, recyclable, and non-renewable.

SS01-S4C6

Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.

SS01-S4C6.a

Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the local environment.

SS01-S4C6.b

Discuss geographic concepts related to current events.

SS01-S5C1.

The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.

SS01-S5C1.a

Discuss the difference between basic needs and wants.

SS01-S5C1.b

Recognize that people need to make choices because of limited resources.

SS01-S5C1.c

Recognize that some goods are made locally and some are made elsewhere.

SS01-S5C1.d

Recognize that people are buyers and sellers of goods and services.

SS01-S5C1.e

Recognize various forms of U.S. currency.

SS01-S5C1.f

Recognize that people save money for future goods and services.

SS01-S5C5

Decision-making skills foster a person's individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors and effective participants in society.

SS01-S5C5.a

Discuss reasons for personal savings.