First Grade

EXPRESS AN UNDERSTANDING OF HOW CIVIC PARTICIPATION AFFECTS POLICY BY APPLYING THE RIGHTS AND RESPONSIBILITIES OF A CITIZEN

ESSENTIAL: SUMMARIZE HOW EFFECTIVE GROUPS HAVE RESPONSIBLE LEADERS AND TEAM MEMBERS

• DESCRIBE THE CHARACTERISTICS OF RESPONSIBLE LEADERS AND HOW THEY COMMUNICATE WITH OTHERS.

• IDENTIFY THE ATTRIBUTES OF A RESPONSIBLE TEAM MEMBER AND HOW THEY COMMUNICATE WITH OTHERS.

• DEMONSTRATE THE ABILITY TO BE BOTH A LEADER AND TEAM MEMBER

• DESCRIBE THE QUALITIES OF AN EFFECTIVE TEAM.  FOR EXAMPLE: RESPECTFUL DISAGREEMENT, ADVOCATING FOR SELF AND OTHERS, SHARING RESPONSIBILITIES, AND INCLUDING OTHERS' PERSPECTIVES.

• LISTEN AND CONSIDER THE IDEAS OF OTHERS IN ORDER TO MAKE DECCISIONS AS A GROUP. 

Colorado Essential Skills:

• • Recognize personal characteristics, preferences, thoughts, and feelings regarding leadership. (Self-Awareness)

  • Recognize emotional responses to ideas that differ from one's own when working in a group setting. (Adaptability and Flexibility)

  • Recognize how members of a community rely on each other, considering personal contributions as applicable. (Collaboration and Teamwork)

Inquiry Questions:

• • How do you know if you are a responsible team member?

  • How do you know if you are a responsible leader?

  • How do you know when you are working with an effective team?

  • How can you show respectful listening and learning from team members?

  • Where can we get factual information when we need to answer questions and make decisions for our group/team?

Nature and Skills of Civics:

• • Civic-minded individuals know how to be a good leader and team member.

  • Civic-minded individuals work together as a team toward a collective goal that honors the views of its members.

Disciplinary, Information, and Media Literacy:

• • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

  • Use credible sources to check for accuracy when gathering information and making decisions.

ANALYZE THE ORIGINS, STRUCTURES, AND FUNCTIONS OF GOVERNMENTS TO EVALUATE THE IMPACT ON CITIZENS AND THE GLOBAL SOCIETY

ESSENTIAL: IDENTIFY AND EXPLAIN THE SIGNIFICANCE OF NOTABLE PEOPLE, PLACES, HOLIDAYS, AND CIVIC SYMBOLS. 

• IDENTIFY AND EXPLAIN THE RELEVANCE OF NOTABLE CIVIC LEADERS FROM DIFFERENT COMMUNITY GROUPS.

• IDENTIFY AND EXPLAIN THE MEANING OF VARIOUS CIVIC SYMBOLS IMPORTANT TO DIVERSE COMMUNITY GROUPS. FOR EXAMPLE: THE AMERICAN FLAG, THE NATIONAL ANTHEM, STATUE OF LIBERTY, MOUNT RUSHMORE, CRAZY HORSE MEMORIAL, LIBERTY BELL, EMANCIPATION PROCLAMATION, TRIBAL FLAGS OF NATIVE NATIONS WHOSE ANCESTRAL HOMELANDS INCLUDE PRESENT-DAY COLORADO, THE COLORADO FLAG, AND A YELLOW FLAG (I.E. FOR WOMEN'S RIGHTS). 

• IDENTIFY AND EXPLAIN THE RELEVANCE OF SIGNIFICANT CIVIC PLACES. FOR EXAMPLE: THE STATE AND NATIONAL CAPITOL, THE WHITE HOUSE, AND SITES WITHIN THE LOCAL COMMUNITY. 

• EXPLAIN THE SIGNIFICANCE OF MAJOR CIVIC HOLIDAYS. FOR EXAMPLE: VETERAN'S DAY, MARTIN LUTHER KING DAY, INDEPENDENCE DAY, PRESIDENT'S DAY, MEMORIAL DAY, JUNETEENTH, LABOR DAY, INDIGENOUS PEOPLES DAY AND CESAR CHAVEZ DAY. 

Colorado Essential Skills:

• • Compare attitudes and beliefs as an individual to others. (Civil Engagement).

  • Recognize diversity among notable people, places, holidays, and civic symbols that constitute multiple perspectives within society. (Gloval and Cultural Awareness).

Inquiry Questions:

• • Why do we have national, community, and local celebrations and holidays?

  • Who are notable people in the development of our country and community?

  • How are new national symbols, songs, or holidays created?

Nature and Skills of Civics:

• • Responsible community members see communities as multidimensional entities.

  • Symbols, songs, holidays, traditions, places, and people help to provide identity for the community and nation.

Disciplinary, Information, and Media Literacy:

• • Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

  • With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

APPLY THE PROCESS OF INQUIRY TO EXAMINE AND ANALYZE HOW HISTORICAL KNOWLEDGE IS VIEWED, CONSTRUCTED, AND INTERPRETED

ESSENTIAL: ASK QUESTIONS AND DISCUSS IDEAS ABOUT PATTERNS AND CHRONOLOGICAL ORDER OF EVENTS FROM THE PAST.

• ARRANGE PERSONAL LIFE EVENTS ON A TIMELINE.

• USE WORDS RELATED TO TIME, SEQUENCE, AND CHANGE. FOR EXAMPLE: PAST, PRESENT, FUTURE, CHANGE, FIRST, NEXT, AND LAST.

• IDENTIFY THE ORGANIZATIONAL COMPONENTS OF A CALENDAR. FOR EXAMPLE: YEAR, MONTHS, WEEKS, DAYS, AND NOTABLE EVENTS.

• DETERMINE EVENTS FROM THE PAST, PRESENT, AND FUTURE USING THE COMPONENTS OF A CALENDAR.

• DISTINGUISH BETWEEN PRIMARY AND SECONDARY SOURCES.

• IDENTIFY INFORMATION FROM PRIMARY AND/OR SECONDARY SOURCES THAT ANSWER QUESTIONS ABOUT THE CHRONOLOGICAL ORDER OF EVENTS FROM THE PAST. 

Colorado Essential Skills:

• • Recognize and describe cause-and-effect relationships and patterns from the past. (Critical Thinking and Analysis)

  • Demonstrate curiosity about patterns from the past. (Creativity and Innovation)

• Inquiry Questions:

  • Why is it important to know the order of events?

  • How do we organize time?

  • What has happened in your life and what does that tell you about yourself?

Nature and Skills of History:

• • Historical thinkers examine change and/or continuity over a period of time.

  • Historical thinkers record events in sequential order to increase understanding, see relationships, understand cause and effect, and organize information.

Disciplinary, Information, and Media Literacy:

• • Apply disciplinary concepts of change and continuity to the study of the past.

  • Read and/or listen to historical fiction.

ANALYZE HISTORICAL TIME PERIODS AND PATTERNS OF CONTINUITY AND CHANGE, THROUGH MULTIPLE PERSPECTIVES, WITHIN AND AMONG CULTURES AND SOCIETIES

ESSENTIAL: THE DIVERSE PERSPECTIVES AND TRADITIONS OF FAMILIES FROM MANY CULTURES HAVE SHAPED THE UNITED STATES. 

• IDENTIFY THE UNIQUE CHARACTERISTICS OF ONESELF AS WELL AS THE SIMILARITIES AND DIFFERENCES BETWEEN THEMSELVES AND OTHERS. FOR EXAMPLE: EYE COLOR, ABILITY, INDIVIDUALITY, FAMILY COMPOSITION, ETC. 

• DISCUSS AND GIVE EXAMPLES OF WHAT MAKES A CULTURE UNIQUE.

• UNDERSTAND THAT THE UNITED STATES IS MADE UP OF THE DIVERSE PERSPECTIVES AND TRADITIONS OF MANY CULTURES. FOR EXAMPLE: THE DIVERSITY OF FOODS AVAILABLE IN THE LOCAL COMMUNITY.

Colorado Essential Skills:

• Compare one's attitudes and beliefs to others. (Global and Cultural Awareness).

• Identify and explain several cultural perspectives that constitute our diverse society. (Global and Cultural Awareness)

Inquiry Questions:

• • How are different cultures represented in our community?

  • What is culture?

  • How do I learn about others' perspectives and share my own?

  • How are these cultures different and similar to one another?

Nature and Skills of History:

• • Historical thinkers understand the importance of comparing and contrasting to identify patterns within and between cultures.

  • Historical thinkers use sources to make interpretations about cultural groups from the past.

  • Historical thinkers recognize symbols as cultural artifacts that can be interpreted to make meaning of both the past and present.

  • Historical thinkers compare multiple perspectives of people and groups of people in order to draw conclusions about both the past and the present.

Disciplinary, Information, and Media Literacy:

• • Apply disciplinary concept of perspective-taking to the study of the past.

  • Identify self-perspective.

APPLY GEOGRAPHIC REPRESENTATIONS AND PERSPECTIVES TO ANALYZE HUMAN MOVEMENT, SPATIAL PATTERNS, SYSTEMS, AND THE CONNECTIONS AND RELATIONSHIPS AMONG THEM

ESSENTIAL: USE GEOGRAPHIC TERMS AND TOOLS TO DESCRIBE PLACES AND SPACES

• EXPLAIN THAT MAPS AND GLOBES ARE DIFFERENT REPRESENTATIONS OF EARTH.

• DESCRIBE LOCATIONS USING TERMS RELATED TO DIRECTION AND DISTANCE. FOR EXAMPLE: FORWARD AND BACKWARD, LEFT AND RIGHT, NEAR AND FAR, IS NEXT TO, AND CLOSE.

• RECITE ADDRESS INCLUDING CITY, STATE AND COUNTRY, AND EXPLAIN HOW THOSE LABELS HELP FIND PLACES ON A MAP.

• DISTINGUISH BETWEEN LAND AND WATER ON A MAP AND GLOBE.

• CREATE SIMPLE MAPS SHOWING BOTH HUMAN AND NATURAL FEATURES.

Colorado Essential Skills:

• Identify key attributes of a variety of geographic tools. For example: globes, maps, and GPS. (Data Literacy)

• Find information through the use of geographic technologies. (Critical Thinking and Analysis)

Inquiry Questions:

• • How would an individual describe how to get somewhere without an address?

  • What if we had no geographic tools?

  • Why can't a round globe be represented accurately on a flat map?

  • Why do people not carry globes to help find their way?

  • Why is an address necessary?

Nature and Skills of Geography:

• • Geographic thinkers use geographic tools to study and represent places.

  • Geographic thinkers use geographic terms, tools, and technology in work and play to describe and find places. For example: pilots use maps to make flight plans, hikers use compasses to determine directions, and vacationers use maps to find unfamiliar places.

  • Geographic  thinkers memorize addresses to help locate places. For example: knowing an address is necessary for an ambulance to find it or for an individual to receive mail.

Disciplinary, Information, and Media Literacy:

• • Apply disciplinary concept of perspective to identify and reflect upon personal connections and their place in the world.

  • Integrate multimedia as effective tools for presenting and clarifying information.

EXAMINE THE CHARACTERISTICS OF PLACES AND REGIONS, AND THE CHANGING NATURE AMONG GEOGRPAHIC AND HUMAN INTERACTIONS.

ESSENTIAL: DESCRIBE THE CHARACTERISTICS OF A COMMUNITY AND HOW THEY ARE INFLUENCED BY THE ENVIRONMENT. 

• PROVIDE EXAMPLES OF HOW INDIVIDUALS AND FAMILIES INTERACT WITH THEIR ENVIRONMENT.

• ANALYZE HOW WEATHER, CLIMATE AND ENVIRONMENTAL CHARACTERISTICS INFLUENCE INDIVIDUALS AND THE CULTURAL CHARACTERISTICS OF A FAMILY. 

• COMPARE AND CONTRAST AT LEAST TWO DIFFERENT COMMUNITIES WITH RESPECT TO SCHOOLS, NEIGHBORHOODS, AND CULTURE. 

Colorado Essential Skills:

• Identify and reflect upon personal connections to one or more families within the community.

• Make observations and draw conclusions about the relationship between groups of people and their surroundings.

Inquiry Questions:

• • How are places like communities similar to and different from where you live?

  • How do people celebrate traditions?

  • How do people use resources in the local community?

  • How do individuals in the community use the environment?

Nature and Skills of Geography:

• • Geographic thinkers study resources and their availability and use as a key to understanding human interactions with their environment and each other.

  • Geographic thinkers study human and environmental interactions and consequences of those interactions.

  • Geographic thinkers understand that people from various cultures are both similar and different and these differences are reflected in clothing, language, and culture, etc.

  • Spatial thinkers understand that boundaries and the need for boundaries affect everyday life. For example: boundary lines determine who owns a piece of property.

Disciplinary, Information, and Media Literacy:

• • Use disciplinary vocabulary in sentences.

  • Identify maps, graphs, charts and diagrams as sources as information.

EVALUATE HOW SCARCE RESOURCES ARE ALLOCATED IN SOCIETIES THROUGH THE ANALYSIS OF INDIVIDUAL CHOICE, MARKET INTERACTION, AND PUBLIC POLICY

ESSENTIAL: UNDERSTAND THAT INDIVIDUALS WORK IN DIFFERENT TYPES OF JOBS TO EARN INCOME. 

• IDENTIFY THE GOODS AND/OR SERVICES THAT DIFFERENT TYPES OF BUSINESSES PRODUCE IN THE COMMUNITY. 

• GIVE EXAMPLES OF DIFFERENT TYPES OF JOBS HELD BY FAMILY MEMBERS AND/OR INDIVIDUALS IN THE LOCAL COMMUNITY. 

• COMPARE AT LEAST TWO DIFFERENT JOB CHOICES THAT INDIVIDUALS HAVE WITH RESPECT TO BENEFITS AND COSTS OF EACH JOB. 

Colorado Essential Skills:

• • Ask questions to learn more about careers and other life pursuits. (Career Awareness)

  • Demonstrate an understanding of cause and effect related to personal decisions such as jobs. (Self Awareness)

Inquiry Questions:

• • How are businesses different?

  • What are the different types of jobs and their roles in a community?

  • Why do people choose different jobs?

Nature and Skills of Economics:

• • Economic thinkers investigate the influence of different jobs and businesses in their community.

Disciplinary, Information, and Media Literacy:

• • Apply disciplinary concepts such as decision-making to determine the benefits and costs of a particular choice.

APPLY ECONOMIC REASONING SKILLS TO MAKE INFORMED PERSONAL FINANCIAL DECISIONS

ESSENTIAL: PLAN HOW TO SPEND, SHARE, AND SAVE MONEY.

• DISCUSS WAYS TO EARN OR RECEIVE MONEY. SUCH AS: SHORT-TERM GOALS AND THE SOURCES OF INCOME NEEDED TO MEET THEM, INCLUDING GIFTS, BORROWING, ALLOWANCES, AND INCOME.

• IDENTIFY TYPES OF CURRENCY AND HOW CURRENCY IS USED. FOR EXAMPLE: CASH, COINS, CREDIT CARD, DEBIT CARD.

• DEFINE TYPES OF TRANSACTIONS SUCH AS DEPOSIT, PURCHASE, BORROW, DONATE, AND BARTER. 

• FIND THE VALUE OF A COLLECTION OF A VARIETY OF COINS.

Colorado Essential Skills:

• • Consider how to spend, share, and save money knowing funds in any scenario are limited. (Critical Thinking and Analysis)

  • Determine different choices they can make with their money and how those choices may affect others. (Critical Thinking and Analysis)

  • Demonstrate curiosity, imagination and eagerness to learn more. (Creativity and Innovation)

Inquiry Questions:

• • How does an individual earn money?

  • What are different methods of payment?

  • Are all items purchased with money?

  • How do charities, non-profits, and other organizations help a community?

Nature and Skills of Economics:

• • Financially capable individuals understand that financial goals can be met through planning. For example: an individual divides income between current expenses, saving for the future, and philanthropic donations.

Disciplinary, Information, and Media Literacy:

• • Compare the benefits and costs of individual choices.

  • Identify positive and negative incentives that influence the decisions people make.

  • Explain the role of money in making exchange easier.