Massachusetts

1.T1 Civics: communities, elections, and leadership

• 1.T1.1 Demonstrate understanding of the benefits of being part of a group and explain what it means to be a member of a group; follow the group's rules, limits, responsibilities and expectations, and explain reasons for rules to others.

  • Rules and laws (1-A.1)
  • What is a community? (1-C.1)

• 1.T1.2 Investigate the various roles that members of a group play and explain how those roles contribute to achieving a common goal.

  • What is a community? (1-C.1)
  • Jobs community helpers do (1-C.2)
  • Tools community helpers use (1-C.3)

• 1.T1.3 Demonstrate understanding that a leader is also a member of a group, but takes on a different role with more responsibility for inspiring others, organizing and delegating activities, and helping the group make decisions.

  • Authority figures (1-A.2)

• 1.T1.4 Analyze examples of leadership and leaders from history, everyday life, and from literature and informational texts read or read aloud, and describe the qualities of a good leader.

  • Martin Luther King Jr. Day (1-D.9)
  • George Washington (1-F.1)
  • Abraham Lincoln (1-F.2)
  • Helen Keller (1-F.8)

• 1.T1.5 Give examples of why members of a group who hold different views need ways to make decisions, and explain how members of a group can make fair decisions or choose leaders by voting.

• 1.T1.6 Explain that an election is a kind of voting in which people select leaders.

• 1.T1.7 Identify some leaders who are chosen by elections (e.g., the President of the United States, the Governor of Massachusetts, the captain of a soccer team) and explain their roles.

  • Government services (1-A.3)

• 1.T1.8 Demonstrate understanding that members of a town, city, or nation in the United States are called citizens, and that their rights and responsibilities include

  • 1.T1.8.a electing leaders who serve fixed terms

  • 1.T1.8.b paying attention to the leader's actions, and

  • 1.T1.8.c deciding whether or not to re-elect them on the basis of how well they have served citizens.

• 1.T1.9 Explain that all people born in the United States are citizens, while some people become citizens after moving to the United States from another country. Understand that some residents of the United States are not citizens, but are still members of the community with rights and responsibilities.

• 1.T1.10 Evaluate the qualities of a good citizen or member of the community, drawing on examples from history, literature, informational texts, news reports, and personal experiences.

  • Good citizenship (1-A.4)
  • Martin Luther King Jr. Day (1-D.9)
  • George Washington (1-F.1)
  • Abraham Lincoln (1-F.2)
  • Helen Keller (1-F.8)

1.T2 Geography: places to explore

• 1.T2.1 Explain that a map represents spaces and helps one identify locations and features.

  • 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)
  • Read a letter-number grid (2-A.1)
  • Use a letter-number grid (2-A.2)

• 1.T2.2 Identify and use language for cardinal directions (north, east, south, west) when locating and describing places on a map; use a map to identify the location of major cities and capitals (e.g., Boston, Massachusetts, Washington D.C., Mexico City, Mexico) and investigate factors that explain why these locations became important cities.

  • Use cardinal directions (1-I.2)

• 1.T2.3 Explain that a city that is called a capital is the center of government for a state or nation.

• 1.T2.4 Locate and explain physical features (e.g., continents, oceans, rivers, lakes, mountains) on maps and construct maps and other representations of local places.

  • Identify Earth's land features (1-G.1)
  • Identify Earth's water features (1-G.2)

• 1.T2.5 Demonstrate understanding that people from different parts of the world can have different ways of living, customs, and languages.

  • What is a community? (1-C.1)
  • Christmas (2-G.1)
  • Día de los Muertos (2-G.2)
  • Easter (2-G.3)
  • Hanukkah (2-G.4)
  • Holi (2-G.5)
  • Kwanzaa (2-G.6)
  • Lunar New Year (2-G.7)
  • Ramadan (2-G.8)
  • Rosh Hashanah (2-G.9)
  • Thanksgiving (2-G.10)

1.T3 History: unity and diversity in the United States

• 1.T3.1 Provide evidence to explain some of the ways in which the people of the United States are unified (e.g., share a common national history) and diverse (e.g., have different backgrounds, hold different beliefs, and have different celebrations, cultural traditions, and family structures).

  • What is a community? (1-C.1)
  • Christmas (2-G.1)
  • Día de los Muertos (2-G.2)
  • Easter (2-G.3)
  • Hanukkah (2-G.4)
  • Holi (2-G.5)
  • Kwanzaa (2-G.6)
  • Lunar New Year (2-G.7)
  • Ramadan (2-G.8)
  • Rosh Hashanah (2-G.9)
  • Thanksgiving (2-G.10)

• 1.T3.2 Demonstrate understanding of the ways people show pride in belonging to the United States by recognizing and explaining the meaning of unifying symbols, phrases, and songs:

  • 1.T3.2.a national symbols (e.g., the United States flag, the bald eagle, the White House, and the Statue of Liberty)

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

  • 1.T3.2.b words, mottoes, phrases, and sentences associated with the United States (e.g., "U.S." or "America" standing for United States of America, the Latin motto, "E pluribus unum," on coins, currency, and the seal of the United States, translated as "Out of Many, One," and the" Pledge of Allegiance")

    • Pledge of Allegiance (1-B.4)

  • 1.T3.2.c the melodies and lyrics of patriotic songs (e.g., "America the Beautiful," "My Country, 'Tis of Thee," "God Bless America," and "The Star-Spangled Banner")

• 1.T3.3 Recognize and document sequential patterns in seasonal events or personal experiences, using a calendar and words and phrases relating to chronology and time, (e.g., in the past or future; present, past, and future tenses of verbs).

  • Days of the week (1-L.1)
  • Months of the year (1-L.2)
  • Use time-order words (1-L.3)
  • Introduction to timelines (1-L.4)

1.T4 Economics: resources and choices

• Resources

  • 1.T4.1 Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

    • Natural resources (1-J.5)

  • 1.T4.2 Distinguish a renewable resource from a non-renewable resource.

  • 1.T4.3 Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services.

    • Jobs community helpers do (1-C.2)

• Earning Income

  • 1.T4.4 Explain what it means to be employed and define the terms income, wages, and salary.

• Buying Goods and Services

  • 1.T4.5 Give examples of products (goods) that people buy and use.

    • Goods and services (1-J.3)

  • 1.T4.6 Give examples of services people do for each other.

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

  • 1.T4.7 Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two).

    • Scarcity and choices (1-J.2)

  • 1.T4.8 Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment).

• Saving

  • 1.T4.9 Compare and contrast reasons why people save some of their money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency).