Our classroom community
Students start the year learning how to be part of a group. They practice listening, taking turns, and following shared rules so the classroom feels fair and safe.
What does a student learn in
This is the year students start to see themselves as part of a bigger world beyond their family. Students learn how rules and fairness work in a classroom and a community, and why people make the rules they do. They use simple maps to find places and notice how people, weather, and land shape daily life. By spring, students can explain a rule at school, point out their state on a map, and talk about why people save money instead of spending it all at once.
- Rules and fairness
- Maps
- Community
- Past and present
- Needs and wants
- Saving money
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Maps and our place
Students look at maps, photos, and globes to find where they live. They notice rivers, roads, and neighborhoods, and start to see how a map stands in for a real place.
- 3
People then and now
Students compare life today with life long ago. They look at old photos and stories to see what has changed in homes, schools, and tools, and what has stayed the same.
- 4
Needs, wants, and choices
Students learn the difference between what they need and what they want. They talk about saving a few coins, spending them, and making choices when there is not enough to go around.
- 5
Working together as citizens
Students wrap up the year by solving small problems together. They share ideas, listen to classmates who disagree, and decide on a plan as a group.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Civics and Government
Civics and Government
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Civic Virtues and Democratic Principles
Students practice being responsible, respectful, and fair at school and in their community. They learn why rules matter and how those same ideas show up in how neighborhoods and governments work.
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Civic Participation and Deliberation
Students practice sharing opinions, listening to classmates who disagree, and backing up their ideas with reasons. The goal is to make decisions together that are fair to everyone in the group.
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Civic and Political Institutions
Students learn what governments and community organizations do and why they exist, from town halls and state leaders to national and world institutions. They look at how these groups make rules, solve problems, and keep things running.
| Standard | Definition | Code |
|---|---|---|
| Civic Virtues and Democratic Principles | Students practice being responsible, respectful, and fair at school and in their community. They learn why rules matter and how those same ideas show up in how neighborhoods and governments work. | RI-SS.CIV.1.1 |
| Civic Participation and Deliberation | Students practice sharing opinions, listening to classmates who disagree, and backing up their ideas with reasons. The goal is to make decisions together that are fair to everyone in the group. | RI-SS.CIV.1.2 |
| Civic and Political Institutions | Students learn what governments and community organizations do and why they exist, from town halls and state leaders to national and world institutions. They look at how these groups make rules, solve problems, and keep things running. | RI-SS.CIV.1.3 |
History
History
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Continuity and Change
Students look at how life has stayed the same and how it has changed over time, like comparing what school or home looked like long ago to what it looks like today.
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Perspectives
Students look at the same past event through more than one person's eyes. They practice asking why two people might remember or describe the same thing differently.
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Causation and Argumentation
Students look at a historical event, figure out what caused it and what changed because of it, then back up their thinking with real sources like photos, letters, or books written about that time.
| Standard | Definition | Code |
|---|---|---|
| Continuity and Change | Students look at how life has stayed the same and how it has changed over time, like comparing what school or home looked like long ago to what it looks like today. | RI-SS.HIST.1.1 |
| Perspectives | Students look at the same past event through more than one person's eyes. They practice asking why two people might remember or describe the same thing differently. | RI-SS.HIST.1.2 |
| Causation and Argumentation | Students look at a historical event, figure out what caused it and what changed because of it, then back up their thinking with real sources like photos, letters, or books written about that time. | RI-SS.HIST.1.3 |
Geography
Geography
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Geographic Reasoning
Students use maps and photos to look at places and spot patterns, like which areas have lots of houses or where roads connect. They learn to read basic geographic tools the way adults use them in real life.
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Human-Environment Interaction
Students look at how things like weather, land, and water affect where people build homes or farms, and how people also change the land around them by clearing trees or building roads.
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Movement and Diffusion
Students look at why people move to new places and how they bring their food, languages, and traditions with them. Over time, those ideas and customs spread and mix across different communities.
| Standard | Definition | Code |
|---|---|---|
| Geographic Reasoning | Students use maps and photos to look at places and spot patterns, like which areas have lots of houses or where roads connect. They learn to read basic geographic tools the way adults use them in real life. | RI-SS.GEO.1.1 |
| Human-Environment Interaction | Students look at how things like weather, land, and water affect where people build homes or farms, and how people also change the land around them by clearing trees or building roads. | RI-SS.GEO.1.2 |
| Movement and Diffusion | Students look at why people move to new places and how they bring their food, languages, and traditions with them. Over time, those ideas and customs spread and mix across different communities. | RI-SS.GEO.1.3 |
Economics
Economics
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Economic Decision Making
Scarcity means there isn't enough of something for everyone who wants it. Students learn how limited resources push people to make choices, weigh what they give up, and decide what matters most.
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Economic Systems and Markets
Markets are places where people buy and sell things. When many sellers offer the same item, prices tend to drop. Students learn how buying and selling decisions shape what gets made, what it costs, and who gets it.
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Personal Finance
Saving, spending, borrowing, and investing are four ways people use money. Students learn what each one means and practice making basic choices about how to use money wisely.
| Standard | Definition | Code |
|---|---|---|
| Economic Decision Making | Scarcity means there isn't enough of something for everyone who wants it. Students learn how limited resources push people to make choices, weigh what they give up, and decide what matters most. | RI-SS.ECON.1.1 |
| Economic Systems and Markets | Markets are places where people buy and sell things. When many sellers offer the same item, prices tend to drop. Students learn how buying and selling decisions shape what gets made, what it costs, and who gets it. | RI-SS.ECON.1.2 |
| Personal Finance | Saving, spending, borrowing, and investing are four ways people use money. Students learn what each one means and practice making basic choices about how to use money wisely. | RI-SS.ECON.1.3 |
No state assessments at this grade
Students take their next one in Grade 4.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does social studies look like in first grade?
Students learn how to be a good member of a classroom and neighborhood. They look at maps, talk about families and the past, and start thinking about why people trade and make choices with money. Most lessons connect to places and people students already know.
How can I help with social studies at home?
Talk about your neighborhood on walks and car rides. Point out street signs, stores, parks, and helpers like firefighters or librarians. Ask students to draw a simple map of their bedroom or the route to school. These short conversations build the same thinking skills used in class.
Should first graders know about money already?
Students are just starting to learn that money is limited and that buying one thing usually means skipping another. A good way to practice is letting students pick between two small treats at the store and talking through the trade-off. Saving coins in a jar for a goal also helps.
How should the year be sequenced across the four strands?
Start close to home with classroom rules and routines, which sets up civics. Move outward to maps of the school and town for geography, then into family stories and community history. Save economics for later in the year once students are comfortable comparing wants, needs, and choices.
Which skills usually need the most reteaching?
Map skills tend to need repeat practice, especially the difference between a map and a picture and how to read a simple key. Cause and effect in history stories also takes time. Short, frequent practice works better than one long unit.
What does my child read or look at in this subject?
Students look at short stories, picture books about real people and places, simple maps, and photographs from long ago and today. Reading aloud at home about communities, holidays, or famous Americans gives students more background to bring into class discussions.
How do I bring in multiple perspectives without overwhelming first graders?
Stick to two clear viewpoints at a time, often through characters in a story or two people remembering the same event. Ask students who was involved, what each person wanted, and how they felt. Picture books with strong illustrations make different perspectives easier to see.
How do I know students are ready for second grade social studies?
By spring, students should follow classroom rules and explain why rules matter, read a basic map with a key, retell a short history story in order, and describe a simple choice involving wants and needs. Confidence in discussion is just as important as the content.