Gesu Catholic School / (Hudec, Meredith; Komperda, Patricia; Kuskin, Marlene) / First Grade Social Studies* / Grade 1 (Gesu Catholic School)

	*Collaborative Curriculum Map 2006-2007*
	Gesu Catholic School (Hudec, Meredith; Komperda, Patricia; Kuskin, Marlene) / First Grade Social Studies* / Grade 1 (Gesu Catholic School)

	*Content*	*Skills*	*Assessment*	*Activities*	*Resources*

*Communities Around the World* (Week 1, 38 Weeks)	Folk Tales from Around the World Ethnic Traditions Holiday Customs Olympics Hispanic Culture	Students will become familiar with cultural practices from around the world Students will share ethnic traditions associated with various holidays Students will develop an appreciation for the Hispanic culture through study of Spanish Students will compare/contrast different countries currencies, flags, foods	Teacher Observation Listening Task Project Technology Project Oral Assessment	Students will read folktales to become familiar with cultural practices of various countries: Anansi: Africa; Strega Nona: Italy; Finn McCoul:Ireland; Rabbit's Wish for Snow: Native American; Cat and Rat: China Students will engage in activities to celebrate ethnic heritages associated with holidays, customs; Chinese New Year celebration; Cinco de Mayo; Hispanic Heritage Month celebration Students will participate in School Faith Family activities focusing on various countries around the world Students will engage in a celebration of the World Olympic Games when Games occur through various activities related to the countries of the World	Literature listed in Language Arts Curriculum Map Senora Bolanz Hispanic Heritage Month Program Official Olympic Game Web Sites Web Sites pertaining to cultural heritages

*Citizenship* (Week 1, 38 Weeks)	Getting Along With Others Conflict Resolution Caring for Our Environment	Students will develop attitudes of respect for others and demonstrate it in their actions Students will learn the importance of accepting responsibility and demonstrate it in their actions Students will develop attitudes that promote fairness in their work and play and they will demonstrate these attitudes in their actions Students will learn ways to show cooperation with others and they will demonstrate cooperation in their actions Students will demonstrate age-appropriate ways to resolve conflicts Students will discover ways to care for our environment including conservation of natural resources and recycling Students will give examples of the effects of pollution on the environment	Listening Task Teacher Observation	Students will work cooperatively in small groups in varied curriculum areas throughout the school year using the promotion of respect for others as the driving attitude on which the group relation is built Students will demonstrate respect and fairness in their play and actions at recess Students will resolve conflicts by engaging in age appropriate conflict resolutions Students will participate in the Gesu Student Council Recycling Program Students will participate in varied Earth Day activities to promote the awareness of environmental issues	Conflict Mediation Program Gesu Student Council Recycling Program Earth Day Programs Earth Day and Recycling Web Sites Literature listed in Language Arts Curriculum Map

*Map Skills* (Week 1, 38 Weeks)	Directionality Types of Maps Use of Map Key Continents and Oceans Simple Landforms	Students will correctly use terms relating to directionality and location: north, south, east, west/right, left/ near, far/ etc. Students will distinguish basic types of maps: globes, physical maps, political maps Students will demonstrate ability to use a map key Students will understand relation of water to land on the earth Students will identify continents and oceans Students will identify simple landforms: mountain, valley, plain, plateau, desert, rivers, lakes	Teacher Observation Listening Task Project Oral Assessment	Students will construct a simple landform model Students will engage in activities that will promote knowledge of terms of directionality and location. Students will engage in activities that distinguish basic types of maps. Students will use a map and globe to locate a particular venue.(continent /ocean) Students will engage in activities that will enable them to identify continents and oceans.	Literature listed in Language Arts Curriculum Map Web Sites Smartboard map and globe forms Classroom globes and maps

*Our History as Americans* (Week 2, 24 Weeks)	Chronological Order Early Explorers in the Americas First Americans European Settlers First Thanksgiving Slavery Settlement of Ohio/Johnny Appleseed Important Holidays and Their Heroes: Martin Luther King Jr., George Washington, Abraham Lincoln Working for Peace and Justice : Harriet Tubman, Rosa Parks, Martin Luther King Jr., Ruby Bridges	Students will distinguish between past, present, future Students will place events in chronological order Students will sequence information correctly Students will become familiar with early explorers of North America: Irish monks, Vikings, Christopher Columbus Students will recognize "First Americans" as the indigenous people of our country and those people who settled or were brought here Students will discuss reasons for early European exploration and settlement in the New World Students will develop an understanding of slavery Students will understand that Ohio was settled by early settlers who had moved from the Eastern part of our country Students will understand the importance of key national holidays by learning about the famous person for whom the day is named: MLK Day, Presidents Day Students will develop an understanding of the importance of working for peace and justice	Teacher Observation Listening Task Oral Assessment Project	Students will focus on the story of Squanto to make connection between indigenous people and European settlers Students will engage in activities to understand the story of the first Thanksgiving Students will read stories of Moses,Squanto, and Harriet Tubman to develop the meaning of slavery Students will read and discuss the life of Johnny Appleseed to correlate with settlement of Ohio Students will read stories about George Washington, Abraham Lincoln, Martin Luther King,Jr. Students will read and discuss stories of the lives of Rosa Parks and Ruby Bridges during the Peace and Justice Unit	Literature listed in Language Arts Curriculum Map Web Sites

*Living in Communities* (Week 5, 10 Weeks)	Natural Resources Community Helpers Fire Safety Native American Communities: Eastern Woodland, Western Reserve, Southeast, Plains, Western Plains, Southwest Navajo, Southwest Desert, Northwest	Students will recognize that people use available natural resources to meet their basic human needs of food, clothing, shelter Students will understand that people adapt to their environment to meet their needs Students will discuss the reasons that communities are established near available natural resources Students will identify community helpers and the jobs they do for us Students will see community helpers as American heroes Students will identify regions inhabited by nine regional Native American tribes Students will understand that Native American communities constructed their shelters from natural materials available in their region of North America Students will become familiar with the names and characteristics of the shelters of the nine regional Native American tribes being studied: Eastern Woodlands: Longhouse - wood, bark, mud Western Reserve: Wigwam - bark, mud, branches Southeast: Chickee - palm branches and leaves Plains: Tipi - buffalo hide, wooden poles Western Plains: Earth Lodge - mud and grass Southwest Navajo: Hogan - wood poles, mud and branches Southwest Desert: Pueblo - clay and straw Northwest: Plank Houses - wood planks, mud	Listening Task Teacher Observation Project Technology Project Oral Assessment	Students will participate in the Fire Safety Program presented by local firefighters Students will correlate study of communities with study of habitats and seasonal changes in Science Students will create a timeline during study of First Americans Students will work in a cooperative group to construct a model of one type of Native American shelter	See literature books listed in Language Arts Curriculum Map University Heights Fire Safety Program - University Heights Firefighters Web Site -

*Economics/Junior Achievement* (Week 6, 27 Weeks)	Jobs and Occupations Wants and Needs Goods and Services Barter and Trade Value of Money Earning and Using Money	Students will identify roles people have in the community Students will name familiar jobs and occupations Students will distinguish between wants and needs Students will describe ways that people produce, exchange and consume goods and services Students will recognize that barter and trade are ways of obtaining goods and services Students will identify value of the penny, nickel, dime, quarter, and dollar as correlated from math class Students will understand how money is a means of obtaining goods and services	Listening Task Project Teacher Observation Oral Assessment	Students will participate in lessons and activities directed by a Junior Achievement volunteer	Literature listed in Language Arts Curriculum Map Junior Achievement Program Web Sites

*Our Government and Its Symbols* (Week 10, 29 Weeks)	Important Symbols of the United States Important Landmarks The Office of the President of the United States The Voting Process	Students will identify and discuss the symbolism of key symbols of our country: flag, bald eagle, seal of the U.S.A., national anthem Students will identify and discuss key landmarks of the United States: White House, Capitol, Washington Monument, Lincoln Memorial, Statue of Liberty Students will develop respect for the Presidency Students will begin to develop understanding of how voting and elections are conducted in a democracy	Listening Task Teacher Observation Project	Students will view and become familiar with representations, in various media forms, of symbols of our country : flag, bald eagle, U.S.A. seal Students will engage in activities promoting the knowledge of key symbols of our country Students will listen to and become familiar with the National Anthem Students will engage in activities that that will promote the awareness and knowledge of key landmarks of the Unites States. Students will engage in varied activities that will promote and develop a respect for the Presidency. Students will engage in activities that will promote and develop an understanding of the voting and election process.	Literature listed in Language Arts Curriculum Map Web Sites

Updated: Tuesday, September 12, 2006