§113.12. Social Studies, Grade 1, Adopted 2018 Beginning with School Year 2011-2012 .
(a)

(b)

Introduction.
(1)

In Grade 1, students study their relationship to the classroom, school, and community to establish
the foundation for responsible citizenship in society. Students develop concepts of time and
chronology by distinguishing among past, present, and future events. Students identify anthems
and mottoes of the United States and Texas. Students create simple maps to identify the location of
places in the classroom, school, and community. Students explore the concepts of goods and
services and the value of work. Students identify individuals who exhibit good citizenship.
Students describe the importance of family customs and traditions and identify how technology
has changed family life. Students sequence and categorize information. Students practice problemsolving, decision-making, and independent-thinking skills.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich material
is encouraged. Motivating resources are available from museums, historical sites, presidential
libraries, and local and state preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

Students must demonstrate learning performance related to any federal and state mandates
regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate
Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent
learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to this
patriotic observance.

(8)

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills.
(1)

History. The student understands the origins of customs, holidays, and celebrations. The student is
expected to:
(A)

describe the origins of customs, holidays, and celebrations of the community, state, and
nation such as Constitution Day, San Jacinto Day, Independence Day, and Veterans Day;
and

(B)

compare the observance of holidays and celebrations , past and present .

Social Studies, Grade 1

Final Recommendations, September 2018

 Comment 1(2)

History. The student understands how historical figures , patriots, and good citizens helped shape
the community, state , and nation. The student is expected to:

Comment 2(A)
identify contributions of
historical figures, including Sam Houston,
George Washington, Abraham Lincoln,
and Martin Luther King Jr., who have
influenced the community, state , and
nation; and
Comment 3(B)

identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett
Morgan, and Richard Allen, and other individuals who have exhibited individualism and
inventiveness; and

Comment 4(B) (C) compare the similarities and differences among the lives and activities of historical
figures and other individuals who have influenced the community, state , and nation.
Comment 5(3)

History. The student understands the concepts of time and chronology. The student is expected to:

Comment 6 (A)

(3) (4)

distinguish among past, present, and future;

(B)

use describe and measure calendar time by days, weeks, months, and years; and

(C)

create a calendar and simple timeline.

Geography. The student understands the relative location of places. The student is expected to:
(B) (A) locate places using the four cardinal directions . ; and
(A) (B) describe the location of self and objects relative to other locations in the classroom and
school using spatial terms; and .

(4) (5)

(5) (6)

Geography. The student understands the purpose of geographic tools, including maps and globes.
The student is expected to:
(A)

create and use simple maps such as maps of the home, classroom, school, and
community; and

(B)

locate and explore the community, Texas, and the United States on maps and globes.

Geography. The student understands various physical and human characteristics of place to better
understand their community and the world around them . The student is expected to:
(A)

identify and describe the physical characteristics of place such as landforms, bodies of
water, Earth’s natural resources, and weather; and

(B)

identify examples of and uses for natural resources in the community, state, and nation;
and

1 Deleting because “patriot” is not grade level appropriate, deleting “good citizen” it does not fit with this historical
strand. Good citizens are addressed in the citizenship strand (12B).
2 In agreement with previous WG response to SBOE Comment to delete. Deleting “community” because the
historical figures are not community specific. It would not be appropriate to list specific community historical
figures for all communities at this grade. [30 minutes]
3 Moved inventors to science, technology, and society strand. VA
4 Streamlined: comparing activities is not grade level appropriate. [30 minutes]
5 Deleting the KS because it is a skill and moving the SE to 18. VA
6 Moved SEs to 18. VA [no time change]

Social Studies, Grade 1

Final Recommendations, September 2018

 (B) (C) identify and describe how geographic location influences the human characteristics of
place such as shelter, clothing, food, and activities are based upon geographic location .
(6) (7)

(7) (8)

(8) (9)

Economics. The student understands how families meet basic human needs. The student is
expected to:
(A)

describe ways that families meet basic human needs; and

(B)

describe similarities and differences in ways families meet basic human needs.

Economics. The student understands the concepts of goods and services. The student is expected
to:
(A)

identify examples of goods and services in the home, school, and community;

(B)

identify ways people exchange goods and services; and

(C)

identify the role of markets in the exchange of goods and services.

Economics. The student understands the condition of not being able to have all the goods and
services one wants. The student is expected to:
(A)

identify examples of people wanting more than they can have;

(B)

explain why wanting more than they can have requires that people make choices; and

(C)

identify examples of choices families make when buying goods and services.

(9) (10) Economics. The student understands the value of work. The student is expected to:
Comment 7(A)

describe the tools components of various jobs and the characteristics of a job well
performed; and

Comment 8(B)

describe how various specialized jobs contribute to the production of goods and services.

(10) (11)

9

Comment (11) (12)

(12) (13)

Government. The student understands the purpose of rules and laws. The student is
expected to:
(A)

explain the purpose for rules and laws in the home, school, and community; and

(B)

identify rules and laws that establish order, provide security, and manage conflict.

Government. The student understands the role of authority figures , and public officials ,
and citizens . The student is expected to:
(A)

identify the responsibilities of authority figures in the home, school, and community; and

(B)

identify and describe the roles of public officials in the community, state, and nation . ;
and

(C)

identify and describe the role of a good citizen in maintaining a constitutional republic.

Citizenship. The student understands characteristics of good citizenship as exemplified
by historical figures and other individuals. The student is expected to:
(A)

identify characteristics of good citizenship, including truthfulness, justice, equality,
respect for oneself and others, responsibility in daily life, and participation in government
by educating oneself about the issues, respectfully holding public officials to their word,
and voting; and

(B)

identify historical figures and other individuals who have exemplified good citizenship
such as Benjamin Franklin , Francis Scott Key, and Eleanor Roosevelt who have
exemplified good citizenship. ; and

7 Clarifying what components are grade level appropriate.
8 Simplifying language to be more grade level appropriate.
9 Citizenship addressed in 13 and 14.

Social Studies, Grade 1

Final Recommendations, September 2018

 (C)
(13) (14)

identify other individuals who exemplify good citizenship.

Citizenship. The student understands important symbols, customs, and celebrations that
represent American beliefs and principles and contribute to our national identity. The student is
expected to:
(A)

explain state and national patriotic symbols, including the United States and Texas flags,
the Liberty Bell, the Statue of Liberty, and the Alamo;

Comment 10(B)

recite and explain the meaning of the Pledge of Allegiance to the United States Flag and
the Pledge to the Texas Flag;

(C)

identify anthems and mottoes of Texas and the United States;

(D)

explain and practice voting as a way of making choices and decisions; and

(E)

explain how patriotic customs and celebrations reflect American individualism and
freedom . ; and

Comment 11(F)
(14) (15)

Culture. The student understands the importance of family and community beliefs,
customs, language, and traditions. The student is expected to:
(A)

Comment 12(B)
(15) (16)

Comment 13(16)

(17)

identify Constitution Day as a celebration of American freedom.

describe and explain the importance of various beliefs, customs, language, and traditions
of families and communities; and
explain the way folktales and legends such as Aesop's fables reflect beliefs, customs,
language, and traditions of communities.

Science, technology, and society. The student understands how technology affects daily
life, past and present. The student is expected to:
(A)

describe how technology has affected changes the ways families live; and

(B)

describe how technology has affected changes communication, transportation, and
recreation. ; and

(C)

describe how technology changes the way people work.

Science, technology, and society. The student identifies individuals who created or invented new
technology that affected daily life. The student is expected to identify scientists and inventors such
as Alexander Graham Bell, Thomas Edison, and Garrett Morgan and their contributions.
Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including digital electronic technology. The student is
expected to:

Comment 14(A)

gather obtain information about a topic using a variety of valid oral and visual sources
such as conversations, interviews, and music, pictures, symbols, and artifacts ; and

Comment 15(B)

gather obtain information about a topic using a variety of valid visual sources such as
pictures, symbols, digital electronic media, maps, literature, and artifacts; and

(B) (C) sequence and categorize information.
Comment 16(18)

Social studies skills. The student communicates in oral, visual, and written forms. The student is
expected to:

10 Not grade level appropriate. In Grade 2 the SE is recite. [30 minutes]
11 In response to SBOE Comment. [+30 minutes]
12 Agree with previous WG response to SBOE Comment.
13 Created a new KS to include inventors in the science, technology, and society strand. VA 45 minutes
14 Combining 17 A and 17 B vertically aligns this skill to all other grade levels.
15 In response to SBOE Comment. VA
16 VA move (new (A) and (B)) to social studies skills strand. [no time change]

Social Studies, Grade 1

Final Recommendations, September 2018

 (A)

use a simple timeline to distinguish among past, present, and future;

(B)

use a calendar to describe and measure calendar time in by days, weeks, months, and
years; and

(C) (A) express ideas orally based on knowledge and experiences; and
(D) (B) create and interpret visual and written material ; and .
Comment 17(E)
(19)

use social studies terminology correctly.

Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others , in a variety of settings . The student is expected to :

Comment 18(A)

(B)

use a problem-solving and decision-making processes process to identify a problem,
gather information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution . ; and
use a decision-making process to identify a situation that requires a decision, gather
information, generate options, predict outcomes, take action to implement a decision, and
reflect on the effectiveness of that decision.

17 Added to align with SE in kindergarten and Grades 3-12. Instructional materials are not a concern because the
academic vocabulary is included in all instructional materials. Clarified the expectation of the SE.
18 Combining 19A and B streamlines the vertical alignment of this skill through grade 12 by using the language
from World Geography 23 C. This WG has determined that the steps used in problem solving and decision making
are so similar that it is not necessary to repeat the skills in separate standards.

Social Studies, Grade 1

Final Recommendations, September 2018