Indicator 1:  Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

Standard, Supporting Skills, and Examples

Standard, Supporting Skills, and Examples

1.US.1.1. Students are able to use timelines from birth to present to relate self and family to changes over time.

Example:  Use primary sources such as documents, letters, diaries, maps, photos, videos, and oral histories.

ü        Identify the accomplishments of historical figures.

Examples:  Helen Keller, Ben Franklin, Martin Luther King, Clara Barton, Alexander Graham Bell, Thomas Edison, George Washington, Crazy Horse, Billy Mills, Charles Curtis, and Abraham Lincoln

ü        Identify ways people, places, and things change over time.

Examples:  transportation, communication, clothing, schools, and communities

1.US.2.1. Students are able to connect people and events honored in commemorative holidays.

Example:  Write letters to veterans on Veterans’ Day.Example:  Role-play the first Thanksgiving feast. Example:  Build a Native American village for Native American Day.

First Grade U.S. History

Performance Descriptors

First grade students performing at the advanced level:

·        create and explain a personal timeline; 

·        explain why people and events are honored in commemorative holidays.

First grade students performing at the proficient level:

• use timelines from birth to present to relate self and family to changes over time;
• connect people and events to commemorative holidays.

First grade students performing at the basic level:

• recognize that events on a timeline are recorded in chronological order;
• participate in classroom holiday activities.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Knowledge)

1.C.1.1. Students are able to identify American symbols and landmarks.

Example: the flag, the bald eagle, the Statue of Liberty,  the Lincoln Memorial, the Washington Monument and the White House, Crazy Horse

ü        Identify essential documents.

Examples: U.S. Constitution and Declaration of Independence

ü        Identify basic political roles of leaders in the larger community.

Example: Match the mayor, the governor, and the president to their roles.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Knowledge)

1.C.2.1. Students are able to list rules in different groups for different situations.

Examples: family, school, community

·      Explain why rules are important to schools and families.

Example: Create a poster showing classroom rules and their consequences.

(Knowledge)

1.C.2.2. Students are able to identify the attributes of good citizenship.

Example:  Write and illustrate a group story about good citizenship.

ü        Differentiate between a paid worker and a volunteer.

ü        Explain rights and responsibilities of voting.

Example: Kids Voting

Advanced

First grade students performing at the advanced level:

·        create a set of rules for a group;

·        invent a new American symbol;

·        demonstrate the attributes of good citizenship in their classroom interactions.

Proficient

First grade students performing at the proficient level:

·        list rules in different groups for different situations;

·        name three American symbols or landmarks;

·        identify the attributes of good citizenship.

Basic

First grade students performing at the basic level:

• name three classroom rules;
• name an American symbol or landmark;
• participate in classroom citizenship activities.

Standard, Supporting Skills, and Examples

ü        Students are able to identify holidays celebrated in other countries.

Example: Create a big book of holidays celebrated in other countries, such as Cinco de Mayo, Chinese New Year, St. Patrick’s Day, Kwanzaa, Hanukkah, Diwali, Japanese Children’s Day, Christmas, and Ramadan.