Grade 1 Social Studies Long Term Plan

2016-2017

Half Hour Outcome Activity Materials Assessment

Blocks
1 -7 1.1.1a Discuss groups we may belong to and our 4 different sizes Students are able to
community. Discuss identity. of paper circles, come up with different
Create a “me on a map” about students colouring things for each level
identity and the different levels that materials, (independently, varied
contribute to it; self, school, town, province. scissors, stapler levels of prompting or
not at all)
8-14 1.1.1b Discuss different points of view, languages, Colouring Students bring in
cultures and experiences in the classroom and materials, relevant items and can
community. We will have an all about me fair; pencils, sticky discuss themselves.
students will build a display (poster, bring notes, Peers are able to ask
items in, etc.) and present it to the class. questions of their own,
Peers will create questions and ask them, and and find similarities
will need to find one thing they had in and differences
common with one of the presenters and one between themselves
they have a difference with. Do 5 students a and their peers.
day.
15-18 1.1.1c Discuss students’ rights of self and others. Toothpaste, Students can give 2
1.1.3e Look at the Canadian charter of rights and circles with rights they have here
freedoms. What are students’ rights? What if other countries in Canada on an exit
your rights get in the way of me (are names written slip
harmful)? Rights come with responsibilities. on them.
Rights in the classroom, at home and in the Bucket of clean
community. Do we all have the same rights? water and one
What about other countries? Compare and of dirty water.
contrast.
Toothpaste demonstration – freedom of
speech – can’t get the toothpaste back in the
container – to a point, can’t harm others.
19-21 1.1.1d Needs: think, pair, share. What are our needs. Easel, markers, Students are able to
Write them up on the easel. Wait until there colouring come up with their
are a few extravagant items and then materials, own needs and list
compare what we think are our needs. Others paper, pencils them for others to see.
may not think the same.
Create Poster of personal needs.
22-23 1.1.2a Share and cooperate: this will be discussed Bucket outline, Students show an
throughout the year when it is demonstrated. colouring understanding of
Discuss in class how it feels to share and materials, concept and apply in
cooperate or to have others do it. Bucket sharing and class.
filling activity. cooperation
rocks.
24-27 1.1.2b Effect of actions: discuss topic. Demonstrate Dominoes, food Students are able to
1.1.4d with dominoes, food colouring into clean colouring, clean communicate and
water and taking the last of something away water in clear display their
from students and each other. Students will tub, pencils; 1 understanding of their
draw 4 pictures, 2 of positive and negative sharp 1 dull.
 Grade 1 Social Studies Long Term Plan
2016-2017

affects of actions and 2 of how they affect the Paper, colouring actions and the affect
class and the community. materials. they have.
Matching activity, cause and effect Mark the matching
activity sheet
28-30 1.1.2c Solving conflict: discuss what conflict is and Easel, markers Discussion, students
examples of it, how can we solve conflicts? use the wheel
Create class wheel on how to solve conflicts throughout the year.
that they can refer back to at any time.
31-35 1.1.2d Owning up: you have the right to choose, you Lined paper, Students create an
do not have the right to escape the pencil ownership plan that
consequences of those choices. involves ways of taking
Why do you need to take responsibility for responsibility for their
your actions? Why is it important to do so? actions and they can
Difference between excuses and explaining. follow it.
Each student will create a personal ownership
plan – what they need to do when taking
responsibility for their actions.
36 1.1.1 To wrap up this topic students will each Lined paper, Each student comes up
create one statement to add to a classroom pencils, easel, with their own (its ok
pledge about valuing self and others as markers for repeats in the end)
unique individuals. pledge to be a good
citizen in the
classroom.
37-40 1.1.3a Discuss different types of communities or Paper, colouring Students are able to
groups we belong to. Create a picture of materials identify communities
communities and groups we belong to. and groups they
belong to.
41-42 1.1.3b Discuss and do a logo identifying activity. Logo Students are able to
PowerPoint identify how we
recognize groups or
communities
43 1.1.3c Discuss and look back at the pictures we Pictures from Students are able to
created in 1.1.3a 1.1.3a communicate how we
belong to more than
one group or
community.
44-45 1.1.3d Discuss and add to the picture form 1.13.a Pictures from Students are able to
1.1.13a add to the picture to
show how we benefit
from these groups.
46-51 1.1.3e Responsibilities: school, home and 4 pieces of Students are able to
community. Difference between rights and paper per identify and recall
responsibilities. Create a flip book of student, their responsibilities.
responsibilities at home, school, and in the colouring
community. materials,
stapler
 Grade 1 Social Studies Long Term Plan
2016-2017

52-53 1.1.4a Think pair share: on cooperating and decision Easel, markers Students are able to
1.1.4b making in the classroom, school, home and contribute to the
community (looking at adults and other decision board and
countries). Create a class decision board. reflect on how they
make decisions.
54-57 1.1.4c How I help and how others help me comic Paper (divided Students are able to
strip. 2 on helping others at school and home, into quarters), show how they help
2 on others helping at school and home. colouring others and how others
materials, help them.
pencils
58-64 1.1.4e Brainstorm and choose 1 way (using the Easel, markers, Dependent on class
decision board to decide) to help raise materials choices.
awareness for caring for the environment and dependent on
something student can actually do and go out class choices.
and do it.
65-68 1.1.5a Discuss: create a postcard of Vauxhall’s Postcards, Students are able to
1.1.5b landmark with a statement on why they are colouring recognize our
significant. materials, landmark and its
pencils significance.
69 1.1.5c Discuss: pros and cons to compare and use Easel, markers Students are able to
think pair share. recognize differences
between urban and
rural communities.
70-72 1.1.5d Map of Canada Map of Canada, Students are able to
colouring determine where
materials Vauxhall is on a map of
Canada.
 Grade 1 Social Studies Long Term Plan
2016-2017

Grade 1
Citizenship: Belonging & Connecting
Overview

Through inquiry into their social, physical, cultural and linguistic environments, Grade 1
students will see themselves as part of the larger world. They will have opportunities to
share their personal stories and explore traditions and symbols that are reflected in their
groups or communities. They will enhance their understanding of the diverse needs of
others and how they can contribute as individuals to the well-being of the groups to which
they belong. Students will explore roles and responsibilities they have as citizens in schools,
groups and their own communities. They will be encouraged to care for the natural
environment and to show concern for other people in their relationships, groups and
communities.

Rationale

Grade 1 students will be given opportunities to further develop self-esteem by examining

their own identity in relationship to groups and communities. Learning about the well-being,
growth and vitality of the diverse groups to which they belong will help to build the
foundations of active and responsible citizenship.

Terms and Concepts

characteristics, community, cooperation, decision making, family, interests, responsibility,

role, traditions, vitality

General Outcome 1.1 General Outcome 1.2

My World: Moving Forward with the Past:
Home, School, and Community My Family, My History and My
Community

Students will demonstrate an understanding and appreciation of
how identity and self-esteem are enhanced by their sense of
belonging in their world and how active members in a
community contribute to the well-being, growth and vitality of
their groups and communities.
Students will demonstrate an understanding
and appreciation of how changes over time
have affected their families and influenced
how their families and communities are
today.

Local and Current Affairs

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the
program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved
by the end of Grade 3.
 Grade 1 Social Studies Long Term Plan
2016-2017

Dimension of Thinking

critical thinking and creative evaluate ideas and information from different points of view
thinking

historical thinking correctly apply terms related to time, including past, present, future

geographic thinking create and use a simple map to locate communities studied in the world

decision making and problem apply new ideas and strategies to contribute to decision making and
solving problem solving

Social Participation as a Democratic Practice

cooperation, conflict resolution and demonstrate cooperative behaviour to ensure that all members of the group
consensus building have an opportunity to participate

age appropriate behaviour for participate in projects that improve or meet the particular needs of their
social involvement school or community

Research for Deliberative Inquiry

research and information make connections between cause-and-effect relationships from

information gathered from varied sources

Communication

oral, written and visual literacy organize and present information, such as written and oral reports, taking
particular audiences and purposes into consideration

media literacy compare information on the same issue or topic from print media,
television, photographs and the Internet

1.1: My World: Home, School, & Community

General Outcome

Students will demonstrate an understanding and appreciation of how identity and self-
esteem are enhanced by their sense of belonging in their world and how active members in
a community contribute to the well-being, growth and vitality of their groups and
communities.

Specific Outcomes: Values and Attitudes

Students will:

1.1.1 - value self and others as unique individuals in relation to their world:

 appreciate how belonging to groups and communities enriches an individual's

identity
Identity
 appreciate multiple points of view, languages, cultures and experiences within their
groups and communities
Citizenship | Culture and Community
 Grade 1 Social Studies Long Term Plan
2016-2017

 demonstrate respect for their individual rights and the rights of others
Citizenship | Identity
 recognize and respect how the needs of others may be different from their own
Citizenship

1.1.2 - value the groups and communities to which they belong:

 demonstrate a willingness to share and cooperate with others

Citizenship | Power, Authority and Decision Making
 appreciate how their actions might affect other people and how the actions of others
might affect them
Citizenship
 demonstrate a willingness to resolve issues and/or problems peacefully
Citizenship | Power, Authority and Decision Making
 assume responsibility for their individual choices and actions
Culture and Community | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

1.1.3 - examine how they belong and are connected to their world by exploring
and reflecting upon the following questions for inquiry:

a) What different types of communities or groups do you belong to?

Culture and Community
b) What helps us to recognize different groups or communities (e.g., landmarks,
symbols, colours, logos, clothing)?
Culture and Community
c) In what ways do we belong to more than one group or community at the same
time?
Culture and Community | Identity
d) In what ways do we benefit from belonging to groups and communities?
Citizenship | Culture and Community | Identity
e) What are our responsibilities and rights at home, at school, in groups and in
communities?
Citizenship | Culture and Community | Identity

1.1.4 - determine what makes their communities thrive by exploring and reflecting
upon the following questions for inquiry:

a) In what ways do people cooperate in order to live together peacefully?

Citizenship | Identity
b) How do groups make decisions?
Power, Authority and Decision Making
c) In what ways do people help one another at home, at school and in groups to ensure
the vitality of their community?
Citizenship
 Grade 1 Social Studies Long Term Plan
2016-2017

d) How do our actions and decisions contribute to the well-being of groups and
communities?
Citizenship | Identity | Power, Authority and Decision Making
e) How does caring for the natural environment contribute to the well being of our
community?
Citizenship | The Land: Places and People

1.1.5 - distinguish geographic features in their own community from other

communities by exploring and reflecting upon the following questions for inquiry:

a) What are some familiar landmarks and places in my community?

Culture and Community | Time, Continuity and Change
b) Why are these landmarks and places significant features of the community?
Culture and Community | Identity | Time, Continuity and Change
c) What are some differences between rural and urban communities?
Culture and Community | The Land: Places and People
d) Where is my community on a map or on a globe?
The Land: Places and People

1.2: Moving Forward with the Past: My Family, My History

& My Community
General Outcome

Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are today.

Specific Outcomes: Values and Attitudes

Students will:

1.2.1 - appreciate how stories and events of the past connect their families and
communities to the present:

a) recognize how their families and communities might have been different in the past
than they are today
Culture and Community | Time, Continuity and Change
b) appreciate how the languages, traditions, celebrations and stories of their families,
groups and communities contribute to their sense of identity and belonging
Culture and Community | Identity | Time, Continuity and Change
c) recognize how their ancestors contribute to their sense of identity within their family
and communities
Time, Continuity and Change | Identity
d) appreciate people who have contributed to their communities over time
Culture and Community | Identity | Time, Continuity and Change
e) recognize how diverse Aboriginal and Francophone communities are integral to
Canada's character
Culture and Community | Identity
 Grade 1 Social Studies Long Term Plan
2016-2017

f) acknowledge and respect symbols of heritage and traditions in their family and
communities
Culture and Community | Identity | Time, Continuity and Change

Specific Outcomes: Knowledge and Understanding

Students will:

1.2.2 - analyze how their families and communities in the present are influenced
by events or people of the past by exploring and reflecting upon the following
questions for inquiry:

a) How have changes affected my family over time (e.g., births, deaths, moves)?
Culture and Community | Time, Continuity and Change
b) What is my family's past in our community?
Culture and Community | Identity | Time, Continuity and Change
c) In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)?
Culture and Community | Time, Continuity and Change
d) How have changes over time affected their families and communities in the present?
Identity | Time, Continuity and Change
e) In what ways have Aboriginal, Francophone and diverse cultural groups contributed
to the origins and evolution of their communities over time?
Culture and Community | Identity | Time, Continuity and Change
f) What connections do we have to the Aboriginal, Francophone and diverse cultures
found in our communities?
Culture and Community | Identity | Time, Continuity and Change
g) What are some examples of traditions, celebrations and stories that started in the
past and continue today in their families and communities?
Culture and Community | Identity | Time, Continuity and Change

Skills & Processes for Grade 1

Alberta Learning's Information and Communication Technology (ICT) curriculum is infused
throughout the social studies program of studies. Selected ICT outcomes are suggested
throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

1.S.1 - develop skills of critical thinking and creative thinking:

a) examine ideas and information from varied sources

b) choose and justify a course of action
c) compare and contrast information from similar types of electronic sources
 Grade 1 Social Studies Long Term Plan
2016-2017

1.S.2 - develop skills of historical thinking:

a) recognize that some activities or events occur on a seasonal basis

b) differentiate between activities and events that occurred recently and long ago

1.S.3 - develop skills of geographic thinking:

a) use a simple map to locate specific areas within the school and community
b) ask geographic questions, such as asking for directions
c) understand that globes and maps are visual representations of the world
d) locate Canada on a globe or map

1.S.4 - demonstrate skills of decision making and problem solving:

a) collaborate with others to devise strategies for decision making and problem solving
b) apply ideas and strategies to contribute to decision making and problem solving

Social Participation as a Democratic Practice

Students will:

1.S.5 - demonstrate skills of cooperation, conflict resolution and consensus

building:

a) consider the ideas and suggestions of others

b) work and play in harmony with others to create a safe and caring environment
c) demonstrate a willingness to share space and resources

1.S.6 - develop age-appropriate behaviour for social involvement as responsible

citizens contributing to their community, such as:

a) behaviour in accordance with classroom, school and community expectations

Research for Deliberative Inquiry

Students will:

1.S.7 - apply the research process:

a) ask questions to make meaning of a topic

b) compare and contrast information gathered
c) navigate within an electronic document
d) access and retrieve appropriate information from electronic sources, when
available, for a specific inquiry
e) process information from more than one source to retell what has been
discovered
f) draw conclusions from organized information
 Grade 1 Social Studies Long Term Plan
2016-2017

g) make predictions based on organized information

Communication

Students will:

1.S.8 - demonstrate skills of oral, written and visual literacy:

a) interact with others in a socially appropriate manner

b) respond appropriately, verbally and in written forms, using language respectful of
human diversity
c) listen to others in order to understand their point of view
d) create visual images using paint and draw programs

1.S.9 - develop skills of media literacy:

a) identify key words in a media presentation to determine the main idea

Glossary of Terms & Concepts - Grade 1

The following terms and concepts are contained within the general and specific outcomes in
the grade. The definitions are provided to facilitate a better understanding and more
effective application of the social studies concepts presented.

characteristics - The particular combination of qualities in a person or place that makes

that person or place different from others.

community - A group of people with commonalities that may include culture, language,
values and beliefs, interests, practices and ways of life, history, and/or geographically
defined shared space.

cooperation - To act or work together for a particular purpose, or to help someone willingly
when help is requested.

decision making - The process of making a choice after careful consideration of all
available options and potential consequences.

family - A social group of people that care for and support one another, often consisting of
a parent, or parents, and their children, siblings and sometimes grandparents, uncles, aunts
and other caregivers.

interests - Particular characteristics that motivate people to become involved with or

participate in something.

responsibility - Having control and authority over something or someone and the duty of
taking care of it or him/her.
 Grade 1 Social Studies Long Term Plan
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role - The position of a person or group of people in a particular situation, or the duty which
someone is expected to perform.

traditions - Beliefs, principles or ways of acting which people in a particular society or

group have continued to follow for a long time, or all of the beliefs, principles or ways of
acting in a particular group or society.

vitality - The capacity of a group or community to connect with its heritage and establish
the institutions necessary for its functioning, growth and empowerment.