Connecticut

1.Inq Inquiry

• Dimension 1 - Develop Questions and Plan Inquiries

  • 1.Inq.1.a Explain why a compelling question about community members is important to the student.

  • 1.Inq.1.b Identify facts and concepts related to compelling and supporting questions.

    • Then and now: transportation and communication (1-E.1)
    • Then and now: home and school (1-E.2)
    • Then and now: work and play (1-E.3)
    • Which source should you use? (1-K.1)

  • 1.Inq.1.c Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

    • Which source should you use? (1-K.1)

• Dimension 2 - Apply Disciplinary Concepts and Tools

  • 1.Inq.2.a Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

    • Then and now: transportation and communication (1-E.1)
    • Then and now: home and school (1-E.2)
    • Then and now: work and play (1-E.3)
    • Which source should you use? (1-K.1)

• Dimension 3 - Evaluate Sources and Use Evidence

  • 1.Inq.3.a Gather information from one or two sources to answer a question about the roles and responsibilities of individuals and groups within and among communities.

    • Rules and laws (1-A.1)
    • Authority figures (1-A.2)
    • Government services (1-A.3)
    • Good citizenship (1-A.4)

  • 1.Inq.3.b Evaluate a source by distinguishing between fact and opinion.

    • Which source should you use? (1-K.1)

• Dimension 4 - Communicate Conclusions and Take Informed Action

  • 1.Inq.4.a Construct arguments with reasons.

  • 1.Inq.4.b Construct explanations using correct sequence and relevant information.

    • Use time-order words (1-L.3)
    • Introduction to timelines (1-L.4)

  • 1.Inq.4.c Ask and answer questions about arguments and explanations.

  • 1.Inq.4.d Present a summary of an argument using print, oral, or digital technologies.

  • 1.Inq.4.e Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems.

    • Government services (1-A.3)

  • 1.Inq.4.f Use listening, consensus-building, and voting procedures to take action in the classroom.

    • Rules and laws (1-A.1)
    • Good citizenship (1-A.4)

1-1 Contributing in a Democratic Society

• 1.Civ.8.a Describe how the Pledge of Allegiance and classroom procedures promote democratic principles (e.g., equality, justice, liberty, republicanism).

  • The American flag (1-B.3)
  • Pledge of Allegiance (1-B.4)

• 1.Civ.8.b Describe how symbols of the United States illustrate democratic principles (e.g., Great Seal of the United States, Flag of the United States, Statue of Liberty, America the Beautiful, Bald Eagle).

  • Identify American symbols (1-B.1)
  • Identify American landmarks and monuments (1-B.2)
  • The American flag (1-B.3)
  • Pledge of Allegiance (1-B.4)

• 1.Civ.12.a Identify and explain the role of rules in the community (e.g., bike helmets, car seats, crosswalks, stoplights).

  • Rules and laws (1-A.1)
  • Authority figures (1-A.2)

• 1.Civ.14.a Explain how people have worked to improve their communities in the past and present (e.g., supporting local businesses, conserving land for recreation and wildlife protection, philanthropy).

  • Good citizenship (1-A.4)
  • Martin Luther King Jr. Day (1-D.9)
  • Helen Keller (1-F.8)
  • Rosa Parks (1-F.11)

• 1.Geo.7.a Explain why and how people and goods move around the world (e.g., families moving, trade, travel).

  • Then and now: transportation and communication (1-E.1)

• 1.Geo.7.b Give examples of how ideas are transmitted from person to person and from place to place (e.g., Internet, newspapers, social media, spoken word, popular culture).

  • Then and now: home and school (1-E.2)
  • Then and now: work and play (1-E.3)

• 1.Geo.8.a Compare how urban, suburban, and rural communities use local and distant environments to meet their daily needs (e.g., agriculture, goods, housing, open space, transportation).

  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)

• 1.Geo.9.a Describe types of businesses and their connection to their physical environment (e.g., agriculture, financial centers, power generation, shipping).

  • Jobs community helpers do (1-C.2)
  • Tools community helpers use (1-C.3)
  • Goods and services (1-J.3)
  • Producers and consumers (1-J.4)
  • Natural resources (1-J.5)

• 1.Eco.4.a Describe goods and services produced locally and in other communities (e.g., raw materials, electronics, food, clothing).

  • Goods and services (1-J.3)
  • Producers and consumers (1-J.4)

1-2 Honoring the Past and Present

• 1.His.3.a Generate questions about significant individuals or groups from the past in our community or nation (e.g., political/military leaders, significant individuals determined by gender, race, and/or religion).

  • Independence Day (1-D.6)
  • Martin Luther King Jr. Day (1-D.9)
  • Memorial Day (1-D.10)
  • Presidents' Day (1-D.11)
  • Thanksgiving (1-D.14)
  • George Washington (1-F.1)
  • Abraham Lincoln (1-F.2)
  • Helen Keller (1-F.8)
  • Rosa Parks (1-F.11)

• 1.His.6.a Compare various accounts about significant individuals, groups or events (e.g., book, diary, video, website).

• 1.His.9.a Identify different kinds of sources that tell about a community's history (e.g., artifacts, historical markers, monuments, symbols).

  • Which source should you use? (1-K.1)

• 1.Geo.3.a Use maps to identify Indigenous communities and cultural enclaves both past and present in Connecticut (e.g., recognized and unrecognized tribal communities, Jamaican, Puerto Rican, Italian, Albanian, Jewish, Portuguese, Sikh, Pakistani, Brazilian, Polish, Russian).

  • Identify human and physical features (1-G.3)
  • Introduction to maps (1-I.1)
  • Use cardinal directions (1-I.2)
  • Use a map key (1-I.3)
  • Use maps of the community (1-I.4)

• 1.Geo.5.a Describe how human actions can affect the cultural and environmental characteristics of the community (e.g., community beautification, community planning, environmental preservation, national parks and monuments, water use).

• 1.Geo.6.a Describe cultural and environmental characteristics of a variety of diverse communities (e.g., art, built environment, foodways, language, memorials, physical features, traditions).

  • Identify American landmarks and monuments (K-C.2)
  • What is a community? (1-C.1)
  • Compare cities and rural areas (1-C.4)
  • Independence Day (1-D.6)
  • Martin Luther King Jr. Day (1-D.9)
  • Memorial Day (1-D.10)
  • Presidents' Day (1-D.11)
  • Thanksgiving (1-D.14)
  • Identify human and physical features (1-G.3)
  • Use maps of the community (1-I.4)

1-3 Global Communities

• 1.Geo.2.a Identify where a student's community is located on different types of maps (e.g., cultural, physical, political).

  • Introduction to maps (1-I.1)
  • Use cardinal directions (1-I.2)
  • Use a map key (1-I.3)
  • Use maps of the community (1-I.4)

• 1.Geo.2.b Use maps, graphs, photographs, and other representations to describe how geographic features affect how people live around the globe (e.g., land use, natural resources, water access).

  • Natural resources (K-G.5)
  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)
  • Use maps of the community (1-I.4)

• 1.Geo.3.b Use maps, globes, and other simple geographic models to identify the location of countries and continents.

  • Identify Earth's land features (1-G.1)
  • Identify Earth's water features (1-G.2)
  • Left and right (1-H.1)
  • Above, below, next to, and between (1-H.2)
  • Use location words (1-H.3)
  • Use cardinal directions (1-I.2)

• 1.Geo.3.c Use maps to identify cultural and environmental characteristics of places around the globe to which students have connections (e.g., family heritage, places they have visited or want to visit).

  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)
  • Use maps of the community (1-I.4)

• 1.Geo.4.a Explain the impact of weather, climate, and environmental characteristics on the way people live around the globe (e.g., natural hazards, seasons, agriculture, housing, physical features).

  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)

• 1.Geo.10.a Describe changes in the physical characteristics of various world regions (e.g., climate, movement of people, urban sprawl).

  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)

• 1.Geo.11.a Explain how the products people buy connect them to places around the world (e.g., agricultural products, electronics, energy, clothing).

• 1.Geo.12.a Identify ways in which a catastrophic disaster can change how people live in a community (e.g., blizzards, environmental hazards, flooding, heat waves, hurricanes, pandemics).

• 1.Eco.14.a Describe why people in one nation trade goods with people in another nation.

• 1.Eco.15.a Identify products that are made in the United States and are sold to other countries (e.g., agricultural products, industrial supplies, transportation, aerospace, consumer goods).

• 1.Eco.15.b Identify products that are made in other countries and are sold in the United States (e.g., cars, computers, oil, phones, clothing).