§113.3. Social Studies, Grade 1.
(a) Introduction.
(1) In Grade 1, students learn about their
relationship to the classroom, school, and community. The concepts of time and
chronology are developed by distinguishing among past, present, and future
events. Students identify anthems and mottoes of the United States and Texas.
Students make simple maps to identify the location of places in the classroom,
school, and community. The concepts of goods and services and the value of work
are introduced. Students identify historic figures and ordinary people 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.
(2) To support the teaching of the essential
knowledge and skills, the use of a variety of rich material such as
biographies; folktales, myths, and legends; and poetry, songs, and artworks is
encouraged. Selections may include a children's biography of Abraham Lincoln.
Motivating resources are also 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 geography and social studies skills strands 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.
(4) 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, §28.002(h).
(b) Knowledge and skills.
(1.1) History. The student understands
how historical figures helped to shape our community, state, and nation. The
student is expected to:
(A) identify contributions of historical figures
such as Sam Houston and Abraham Lincoln who have influenced the community,
state, and nation;
(B) identify historic figures such as Alexander
Graham Bell and Thomas Edison who have exhibited a love of individualism and
inventiveness; and
(C) compare the similarities and differences
among the lives and activities of historical figures who have influenced the
community, state, and nation.
(1.2) History. The student understands
the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of selected customs,
holidays, and celebrations of the community, state, and nation such as Martin
Luther King, Jr. Day, Independence Day, and Veterans' Day;
(B) compare the observance of holidays and
celebrations, past and present; and
(C) identify anthems and mottoes of the United
States and Texas.
(1.3) History. The student understands
the concepts of time and chronology. The student is expected to:
(A) distinguish among past, present, and future;
(B) create a calendar or timeline; and
(C) use vocabulary related to chronology,
including yesterday, today, and tomorrow.
(1.4) 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.
(1.5) Geography. The student understands
the purpose of maps and globes. The student is expected to:
(A) create and use simple maps to identify the
location of places in the classroom, school, community, and beyond; and
(B) locate places of significance on maps and
globes such as the local community, Texas, and the United States.
(1.6) Geography. The student understands
various physical and human characteristics of the environment. The student is
expected to:
(A) identify and describe the physical
characteristics of places 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 the human
characteristics of places such as types of houses and ways of earning a living.
(1.7) 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.
(1.8) 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.
(1.9) Economics. The student understands
the value of work. The student is expected to:
(A) describe the requirements 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.
(1.10) Government. The student
understands the purpose of rules and laws. The student is expected to:
(A) explain the need for rules and laws in the
home, school, and community; and
(B) give examples of rules or laws that
establish order, provide security, and manage conflict.
(1.11) Government. The student
understands the role of authority figures and public officials. The student is
expected to:
(A) identify leaders in the community, state,
and nation;
(B) describe the roles of public officials
including mayor, governor, and president; and
(C) identify the responsibilities of authority
figures in the home, school, and community.
(1.12) Citizenship. The student
understands characteristics of good citizenship as exemplified by historic
figures and ordinary people. The student is expected to:
(A) identify characteristics of good citizenship
such as a belief in justice, truth, equality, and responsibility for the common
good;
(B) identify historic figures such as Clara
Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good
citizenship; and
(C) identify ordinary people who exemplify good
citizenship and exhibit a love of individualism and inventiveness.
(1.13) Citizenship. The student
understands important customs, symbols, and celebrations that represent
American beliefs and principles and contribute to our national identity. The
student is expected to:
(A) explain selected national and state
patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the
Alamo;
(B) recite and explain the meaning of the Pledge
of Allegiance and the Pledge to the Texas Flag;
(C) use voting as a way of making choices and
decisions; and
(D) explain how selected customs, symbols, and
celebrations reflect an American love of individualism, inventiveness, and
freedom.
(1.14) Culture. 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.
(1.15) Culture. The student understands
the importance of family beliefs, customs, language, and traditions. The
student is expected to:
(A) describe various beliefs, customs, and
traditions of families and explain their importance; and
(B) retell stories from selected folktales and
legends such as Aesop's fables.
(1.16) Science, technology, and society.
The student understands how technology has affected daily life, past and
present. The student is expected to:
(A) describe how household tools and appliances
have changed the ways families live;
(B) describe how technology has changed
communication, transportation, and recreation; and
(C) describe how technology has changed the way
people work.
(1.17) Social studies skills. The student
applies critical-thinking skills to organize and use information acquired from
a variety of sources including electronic technology. The student is expected
to:
(A) obtain information about a topic using a
variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a
variety of visual sources such as pictures, graphics, television, maps,
computer images, literature, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and
print sources.
(1.18) Social studies skills. The student
communicates in written, oral, and visual forms. The student is expected to:
(A) express ideas orally based on knowledge and
experiences; and
(B) create visual and written material including
pictures, maps, timelines, and graphs.
(1.19) 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, identify options,
predict consequences, and take action to implement a decision.
Source: The provisions of this §113.3 adopted to
be effective September 1, 1998, 22 TexReg 7684.