Our classroom community
Students start the year learning what it means to belong to a group. They talk about rules at school and home, why rules matter, and how to make good choices when working with classmates.
What does a student learn in
This is the year students step outside their own family and start seeing how a community works. Students learn what it means to be a good citizen, why we have rules and leaders, and how people long ago helped shape the town and country they live in now. They use simple maps to find places and talk about jobs people do to earn and spend money. By spring, students can name a few American heroes, explain why a rule matters, and point out their home on a map.
- Good citizenship
- Community helpers
- Simple maps
- American heroes
- Rules and leaders
- Earning and spending
- Past and present
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 where we live
Students use simple maps and a globe to find their school, neighborhood, and state. They learn the difference between a map and a picture and start naming places like Texas and the United States.
- 3
People who shaped our past
Students hear stories about important people and events from long ago. They put events in order using words like before, after, and long ago, and notice how life today is different from life back then.
- 4
Needs, wants, and money
Students sort things people need from things people want. They learn how families earn money, save it, and spend it, and they start thinking about choices a shopper makes at the store.
- 5
Leaders and good citizens
Students learn that leaders help make rules and decisions for a city, state, and country. They talk about being a good citizen by helping others, voting on class choices, and respecting the flag.
- 6
Holidays, customs, and culture
Students compare the holidays, foods, and family customs of people in Texas and around the world. They see how families can do things differently and still share many of the same feelings and traditions.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
History
History
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Historical Eras and Themes
History isn't just dates. Students learn about key people and events from the past and explore how those moments helped shape the communities and places we live in today.
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Cause and Effect
Students learn why important events happened and what changed because of them. They practice connecting a cause (why something occurred) to an effect (what happened next).
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Continuity and Change
Social studies skills don't change from year to year, they build. Students learn to notice how families, communities, and rules have changed over time and what has stayed the same.
| Standard | Definition | Code |
|---|---|---|
| Historical Eras and Themes | History isn't just dates. Students learn about key people and events from the past and explore how those moments helped shape the communities and places we live in today. | TX-SS.HIST.1.1 |
| Cause and Effect | Students learn why important events happened and what changed because of them. They practice connecting a cause (why something occurred) to an effect (what happened next). | TX-SS.HIST.1.2 |
| Continuity and Change | Social studies skills don't change from year to year, they build. Students learn to notice how families, communities, and rules have changed over time and what has stayed the same. | TX-SS.HIST.1.3 |
Geography
Geography
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Maps and Place
Students learn to read simple maps and globes to find places, landforms, and things people have built. They practice pointing out where things are and what the land around them looks like.
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Human-Environment Interaction
Students learn why people change the land around them (by building roads or farms) and how living in a place, whether a desert, coast, or forest, shapes the way people dress, eat, and build their homes.
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Movement
Students look at why people move from place to place, how goods travel between communities, and how ideas and customs spread from one group to another.
| Standard | Definition | Code |
|---|---|---|
| Maps and Place | Students learn to read simple maps and globes to find places, landforms, and things people have built. They practice pointing out where things are and what the land around them looks like. | TX-SS.GEO.1.1 |
| Human-Environment Interaction | Students learn why people change the land around them (by building roads or farms) and how living in a place, whether a desert, coast, or forest, shapes the way people dress, eat, and build their homes. | TX-SS.GEO.1.2 |
| Movement | Students look at why people move from place to place, how goods travel between communities, and how ideas and customs spread from one group to another. | TX-SS.GEO.1.3 |
Economics
Economics
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Goods, Services, and Markets
Producers make things and consumers buy them. Students learn how prices, supply, and demand shape what gets made and sold in a free market.
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Personal Financial Literacy
Students learn why people earn money, how to decide what to spend or save, and what it means to borrow. They practice making simple money choices, like whether to spend now or save for something later.
| Standard | Definition | Code |
|---|---|---|
| Goods, Services, and Markets | Producers make things and consumers buy them. Students learn how prices, supply, and demand shape what gets made and sold in a free market. | TX-SS.ECON.1.1 |
| Personal Financial Literacy | Students learn why people earn money, how to decide what to spend or save, and what it means to borrow. They practice making simple money choices, like whether to spend now or save for something later. | TX-SS.ECON.1.2 |
Government
Government
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Foundations of Government
First graders learn why the U.S. government is split into separate parts, like the President, Congress, and courts, and why states and the national government each handle different jobs.
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Texas Government
Students learn how Texas government is organized and what it does, and how it connects to city and national government. Think of it as three layers: your town, your state, and the whole country, each with its own rules and leaders.
| Standard | Definition | Code |
|---|---|---|
| Foundations of Government | First graders learn why the U.S. government is split into separate parts, like the President, Congress, and courts, and why states and the national government each handle different jobs. | TX-SS.GOV.1.1 |
| Texas Government | Students learn how Texas government is organized and what it does, and how it connects to city and national government. Think of it as three layers: your town, your state, and the whole country, each with its own rules and leaders. | TX-SS.GOV.1.2 |
Citizenship
Citizenship
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Rights and Responsibilities
Citizens have rights (things they are allowed to do) and responsibilities (things they are expected to do). Students learn what both look like in a community governed by shared rules and laws.
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Civic Participation
Students learn how people take part in decisions that affect their community, like voting, following rules, or helping neighbors. It covers both what one person can do and what a group can do together.
| Standard | Definition | Code |
|---|---|---|
| Rights and Responsibilities | Citizens have rights (things they are allowed to do) and responsibilities (things they are expected to do). Students learn what both look like in a community governed by shared rules and laws. | TX-SS.CIT.1.1 |
| Civic Participation | Students learn how people take part in decisions that affect their community, like voting, following rules, or helping neighbors. It covers both what one person can do and what a group can do together. | TX-SS.CIT.1.2 |
Culture
Culture
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Cultural Contributions
Students learn about real people from different backgrounds whose work, ideas, or actions shaped Texas and the country. They study what those contributions actually were and why they still matter today.
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Comparing Cultures
Students look at how people in different places and times eat, celebrate, dress, and live, then notice what is similar and what is different.
| Standard | Definition | Code |
|---|---|---|
| Cultural Contributions | Students learn about real people from different backgrounds whose work, ideas, or actions shaped Texas and the country. They study what those contributions actually were and why they still matter today. | TX-SS.CULT.1.1 |
| Comparing Cultures | Students look at how people in different places and times eat, celebrate, dress, and live, then notice what is similar and what is different. | TX-SS.CULT.1.2 |
Science, Technology, and Society
Science, Technology, and Society
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Science, Technology, and Society
Students learn how inventions and tools, like electricity or the telephone, changed how people live, work, and get along with each other.
| Standard | Definition | Code |
|---|---|---|
| Science, Technology, and Society | Students learn how inventions and tools, like electricity or the telephone, changed how people live, work, and get along with each other. | TX-SS.STS.1.1 |
Social Studies Skills
Social Studies Skills
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Source Analysis
Students look at photos, letters, and other sources to figure out what really happened. They practice telling the difference between a fact anyone can check and an opinion someone believes.
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Communicate Findings
Students share what they've learned about people, places, and communities by writing, talking, or drawing, and they point to facts or pictures that back up what they say.
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Problem Solving and Decision Making
Students learn a simple process for solving problems: name what the problem is, look for information about it, think of different solutions, and consider what might happen with each choice.
| Standard | Definition | Code |
|---|---|---|
| Source Analysis | Students look at photos, letters, and other sources to figure out what really happened. They practice telling the difference between a fact anyone can check and an opinion someone believes. | TX-SS.SKILL.1.1 |
| Communicate Findings | Students share what they've learned about people, places, and communities by writing, talking, or drawing, and they point to facts or pictures that back up what they say. | TX-SS.SKILL.1.2 |
| Problem Solving and Decision Making | Students learn a simple process for solving problems: name what the problem is, look for information about it, think of different solutions, and consider what might happen with each choice. | TX-SS.SKILL.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, writing, and other subjects. 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 at this age?
Students learn about their family, school, and neighborhood. They start to see how the past connects to today, where places are on a map, and how people work together to make rules and trade goods. Most of the learning happens through stories, pictures, and short discussions.
How can I help with social studies at home?
Talk about the family. Share a story about a grandparent, look at old photos, or point out the route to the grocery store on a map. Even ten minutes of conversation about why people in the neighborhood do certain jobs builds the same thinking happening in class.
Does a six-year-old really need to learn about government?
At this age, government means rules, leaders, and fairness. Students learn that classrooms, towns, and the country all have rules and people in charge. The goal is recognizing that rules help groups work together, not memorizing branches of government.
How should I sequence the year?
A common path starts close to home and moves outward. Begin with self, family, and school in the fall, move to the neighborhood and community in the winter, then state and country symbols and history in the spring. Map skills and economics ideas fit naturally into each unit.
What map skills should students have by spring?
Students should read a simple map with a key, point to land and water, and use words like near, far, left, and right to describe location. They should also locate their state and country on a basic map of the United States and the world.
What economics ideas come up this year?
Students learn the difference between needs and wants, why people work, and what it means to save money. A weekly allowance jar, a trip to the store, or a chat about why a toy costs more than a snack all reinforce this thinking.
Which topics usually need the most reteaching?
Past, present, and future often trip students up, since young learners think in terms of yesterday and today. Wants versus needs is another sticky one. Plan to revisit both across several units with timelines, sorting activities, and stories from different time periods.
How do I know students are ready for next year?
By the end of the year, students should describe a few people and events from the past, read a simple map, name basic rights and responsibilities, and explain why people work and trade. They should also sort fact from opinion in a short story or picture.
How can I help with primary sources at home?
Pull out a family photo, an old letter, or a postcard and ask what students notice. Questions like who, when, and how do you know build the same source-analysis skills practiced in class. Keep it short and curious rather than quiz-like.