OVERVIEWÂ
In the first grade, the Massachusetts History and Social Science Curriculum Framework focuses on expanding a student's sense of self to include their family, school, and local community. The curriculum is built around four main topics: Civics, Geography, History, and Economics.
Students in Grade 1 are not just learning facts, but also beginning to develop essential social science practices, such as asking questions, gathering information from various sources (like books, maps, and personal stories), and beginning to make claims supported by evidence. The goal is to lay a strong foundation for active citizenship and a deep understanding of the world around them.
The core themes for first grade include:
Civics: Understanding how communities work, the importance of rules and laws, and the roles of leaders and citizens. Students learn about different types of groups and the benefits of working together.
Geography: Developing a spatial sense by using maps and globes to locate places and features. They begin to understand that people and places are interconnected.
History: Exploring family and community history, understanding chronology, and recognizing how the past connects to the present. They also learn about national symbols and holidays that represent the shared history of the United States.
Economics: Learning basic concepts like resources, needs, wants, and choices. Students explore the relationship between natural resources and different jobs and industries.
This framework encourages an interdisciplinary approach, linking social studies concepts to reading, writing, and communication skills to create a rich and robust learning experience.
Unit 1: Civics: Communities, Elections, and Leadership
This unit explores the fundamental concepts of groups, rules, and civics within a community. Students learn about the benefits of working together and what it means to be a responsible citizen.
Learning Target
I can explain what it means to be part of a group, like my family or class.
I can follow rules and explain why they are important for keeping everyone safe and happy.
I can describe the different jobs people have in our community and how they help us.
I can give an example of a good leader and explain what makes them a leader.
Essential Questions
How does a calendar help me understand how time passes?
Questions to Ask at Home
What is a rule you have at school or at home, and why is it important?
What is your favorite part about being in a group, like our family or your classroom?
Can you name a community helper and tell me what they do to make our town a good place to live?
If we had to vote on something, like what to have for dinner, how would we do it fairly?
"Lilly's Purple Plastic Purse" by Kevin Henkes (Focuses on rules and the consequences of not following them in a group setting).
"Duck for President" by Doreen Cronin (A fun look at elections, leadership, and the responsibilities of being a leader).
"Grace for President" by Kelly DiPucchio (Introduces the electoral process and encourages discussion about leadership qualities).
"What Can a Citizen Do?" by Dave Eggers (Empowers students to see how they can contribute to their community).
"Officer Buckle and Gloria" by Peggy Rathmann (Highlights the importance of community helpers and safety rules).
Unit 2: Geography: Places to Explore
This unit focuses on understanding family history, traditions, and the concept of time. Students learn that their own story is part of a larger, shared history.
Learning Target
I can tell a story about my family's history or a family tradition.
I can use words like "past," "present," and "future" to talk about events.
I can describe how my family is like other families and how we are also unique.
I can share something about my family's background or where our ancestors came from.
Essential Questions
How has America been changed by famous American leaders?
What qualities do leaders need?
Questions to Ask at Home
Can you tell me a story about a time when you were a baby or a story about me when I was little?
What is a special tradition our family has? Why is it important to you?
Who are the people in our family that came before us? How are we connected to them?
How is our family similar to or different from other families you know?
"The Relatives Came" by Cynthia Rylant (A classic story about the joy of family visits and traditions).
"Fry Bread: A Native American Family Story" by Kevin Noble Maillard (Celebrates family, history, and a shared cultural tradition).
"Me and My Family Tree" by Joan Sweeney (A simple, visual introduction to family history and genealogy).
"Alma and How She Got Her Name" by Juana Martinez-Neal (Helps students understand how their name connects them to their family history).
"A Chair for My Mother" by Vera B. Williams (A powerful story about family, community, and working together to overcome challenges).
Unit 3: History: Unity and Diversity in the United States
This unit introduces basic geography concepts, helping students understand their physical location and the interconnectedness of people and places.
Learning Target
I can read a simple map and a map key.
I can use a globe to find continents and oceans.
I can describe what makes a place unique, like a city or a park.
I can explain that people in different places might have different ways of living or celebrating.
Essential Questions
How has America been changed by famous American leaders?
What qualities do leaders need?
Questions to Ask at Home
What does the little key on a map tell you?
Can you find our city on a map of Massachusetts? How about our state on a map of the country?
Can you find a continent we've talked about on our globe?
How is our neighborhood similar to or different from a place you've seen in a book or on a show?
"Me on the Map" by Joan Sweeney (A fantastic book that helps children understand their place in the world, from their room to their city to the planet).
"The Mitten" by Jan Brett (A beautiful story with a geographical setting, featuring animals in a Ukrainian folktale).
"My Map Book" by Sara Fanelli (Encourages students to create their own maps of familiar places, reinforcing geographical concepts).
Unit 4: People in the Market Place
This unit introduces the foundational economic concepts of needs, wants, and choices. Students learn to distinguish between these concepts and understand that resources are limited.
Learning Target
II can tell the difference between a "need" and a "want."
I can explain that people have to make choices because we can't have everything we want.
I can talk about different kinds of resources, like human resources and natural resources.
I can describe how different jobs and industries use resources.
Essential Questions
How do we decide what things we need and want?
How do we earn the things we need and want?
Questions to Ask at Home
What is a want that you have and a need that you have?
If you have some money, what is a choice you could make with it? What would you choose?
Can you tell me about the natural resources we use in our home?
What is a "human resource" in our community? What skills do they have to do their job?
"A Chair for My Mother" by Vera B. Williams (A powerful story about saving money and working together to achieve a goal).
"The Berenstain Bears' Trouble with Money" by Stan and Jan Berenstain (Introduces the idea of earning, saving, and spending money).
"Money, Money, Honey Bunny!" by Marilyn Sadler (Explores basic economic concepts through a fun, engaging story).
"The Giving Tree" by Shel Silverstein (A thought-provoking story about resources and choices).
"Lila and the Secret of Rain" by David Conway (A story that highlights the importance of a natural resource, water, and how a community works together to acquire it).