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1st Grade Social Studies, 2010 Curricular Guide 1
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
1st Grade Social Studies

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An Introduction to Curriculum Mapping and Standards Log Objectives are mapped according to when they should be introduced and when they should be assessed throughout the block (K-8), or course (7-12). A record of when all objectives are introduced and assessed is to be kept through the course map and log, using the month, day, and year introduced. Objectives only have to be reviewed if assessment is not 80% students at 80% mastery. **In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction and a posttest.** The curriculum is standards-based, and it is the Skyline philosophy to use Backwards Design when lesson planning. Backwards Design starts with standards, and from there, an assessment is created in alignment with the standards; next, the instruction for that assessment and those standards is created. Also, all standards addressed for instruction and assessment should be visibly posted in the classroom, along with student-friendly wording of the objectives. Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are generally quick-assessments where the teacher can gauge whether or not student-learning is acquired. Curriculum binders are set up to have a master of each grade or content level, as well as a teachers copy, which is to serve as a working document. Teachers may write in the teachers binder to log standards, suggest remapping, adjust timing, and so on. The curriculum mapping may be modified or adjusted as necessary for individual students and classes, as well as available resources, within reason. Major changes are to be submitted to the schools Professional Learning Community, Administration, and the Board. Any questions, please contact Meghan Dorsett, Director of Curriculum, Instruction, and Assessment, at [email protected], [email protected], C(480) 518-7664.
mailto:[email protected]:[email protected]

Suggested Methods of Activity and Instruction Teacher Modeling
Learning Centers
Learning Stations
Anchor Activities
Group Work
Small Group Discussion
Independent Study
Mentor Study
Think/Pair/Share
Total Physical Response
Graphic Organizers
Tiered Assignments
Literature Circles
Experiment
Rigor/Relevance: Quadrant D Learning
Drama/Skits/Plays
Arts Integration Projects
Simulations
Data Collection
Lecture
Whole Group Debate
Learning Games
Learning Contracts
Curriculum Compacting
Flexible Pacing
Self-Directed Learning
Problem-Based Learning
Conferencing
Seminars
Real-World Scenarios

Suggested Methods of Assessment FORMATIVE (Grades are not necessarily assigned for all formative assessments)
SUMMATIVE
Quick-write
Quick-draw
Verbal response
Asking questions
Interaction during activities
Pretests
Learning games
Web/Computer-based assessments
Homework/Class Work
Notes
Pop quizzes
Criteria and goal setting
Teacher observations
Self and peer assessment
Student record keeping
Graphic Organizers
Standardized Tests
State Assessments
Student Portfolio
Interdisciplinary projects
Student-Teacher conference narratives
Posttests
District/School/Course/Content tests
Chapter/Unit Tests

Curriculum Mapping/Pacing Guide for Block 1 through Block 4
Strand and Concept Performance Objectives, Block 1 through Block 4 Standards Log Summative Assessment
Strand 3: Civics/Government Concept 1: Foundations of Government
PO1: Identify national symbols and monuments represent American democracy and values: a. American Flag b. Bald Eagle c. Statue of Liberty d. White House e. Washington Monument
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO2: Recognize the Pledge of Allegiance and the National Anthem.
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO3: Practice examples of democracy in action (e.g., voting, making classroom rules).
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO4: Recognize how students work together to achieve common goals.
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO 5. Discuss the significance of national holidays: a. Thanksgiving b. Presidents Day c. Martin Luther King, Jr. Day d. Fourth of July e. Constitution Day
Introduced
Assessed (80%@80%)
Reviewed
Formative

Strand and Concept Performance Objectives, Block 1 through Block 4 Standards Log Summative Assessment
Strand 3: Civics/Government Concept 1: Foundations of Government
PO 6. Recognize state symbols of Arizona (i.e., bird, flower, tree and flag).
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO 7: Recognize that people in Arizona and the United States have varied backgrounds, but may share principles, goals, customs and traditions.
Introduced
Assessed (80%@80%)
Reviewed
Formative
Strand 3: Civics/Government Concept 2: Structure of Government
PO1: Identify current President of United States and Governor of Arizona
Introduced
Assessed (80%@80%)
Reviewed
Formative

Curriculum Mapping/Pacing Guide for Block 1 and Block 2
Strand and Concept Performance Objectives, Block 1 and Block 2 Standards Log Summative Assessment
Strand 1: American History Concept 2: Early Civilizations.
PO1: Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus, settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO2: Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, First Thanksgiving)..
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO 3. Describe the exchange of ideas, culture, and goods between the Native Americans and the Pilgrims.
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO3: Recognize that the United States began as the Thirteen Colonies ruled by England.
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO4: Compare the way people lived in Colonial times and how people live today (e.g., housing, food, transportation, school.)
Introduced
Assessed (80%@80%)
Reviewed
Formative

Strand and Concept Performance Objectives, Block 1 and Block 2 Standards Log Summative Assessment
Strand 1: American History Concept 10: Contemporary United States
PO1: Use information from written documents, oral presentations, and the media to discuss current local and state events.
Introduced
Assessed (80%@80%)
Reviewed
Formative
Strand 2: World History Concept 5: Encounters and Exchange
PO1: Recognize why England and Spain wanted to rule other areas of the world. Connect with: Strand 1 Concept 3
Introduced
Assessed (80%@80%)
Reviewed
Formative
Strand 3: Civics/Government Concept 2: Structure of Government
PO1: Identify current President of United States and Governor of Arizona
Introduced
Assessed (80%@80%)
Reviewed
Formative
Strand 3: Civics/Government Concept 4: Rights, Responsibilities and Roles of Citizenship
PO1: Identify examples of responsible citizenship in stories about the past and present.
Introduced
Assessed (80%@80%)
Reviewed
Formative
PO2: Describe the

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