(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 problem-solving, decision-making, and independent-thinking
(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
(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 discuss how and whether the actions of
U.S. citizens and the local, state, and federal governments have achieved
the ideals espoused in the founding documents.
(b) 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, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations.
(2) History. The student understands how historical
figures helped shape the state and nation. The student is expected
(A) identify contributions of historical figures, including
Sam Houston, George Washington, Abraham Lincoln, and Martin Luther
King Jr., who have influenced the state and nation; and
(B) compare the lives of historical figures who have
influenced the state and nation.
(3) Geography. The student understands the relative
location of places. The student is expected to:
(A) describe the location of self and objects relative
to other locations in the classroom and school using spatial terms;
(B) locate places using the four cardinal directions.
(4) Geography. The student understands the purpose
of geographic tools, including maps and globes. The student is expected
(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.
(5) Geography. The student understands 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 resources, and
(B) identify and describe how geographic location influences
the human characteristics of place such as shelter, clothing, food,
(6) Economics. The student understands how families
meet basic human needs. The student is expected to:
(A) describe ways that families meet basic human needs;
(B) describe similarities and differences in ways families
meet basic human needs.
(7) 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;
(C) identify the role of markets in the exchange of
goods and services.
(8) 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
(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) Economics. The student understands the value of
work. The student is expected to:
(A) describe the tools of various jobs and the characteristics
of a job well performed; and
(B) describe how various jobs contribute to the production
of goods and services.
(10) 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.
(11) Government. The student understands the role of
authority figures and public officials. 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.
(12) 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 and
(13) Citizenship. The student understands important
symbols, customs, and celebrations that represent American beliefs
and principles that 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;
(B) recite 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
(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.
(14) Culture. The student understands the importance
of family and community beliefs, language, and traditions. The student
is expected to:
(A) describe and explain the importance of beliefs,
language, and traditions of families and communities; and
(B) explain the way folktales and legends reflect beliefs,
language, and traditions of communities.
(15) Science, technology, and society. The student
identifies individuals who created or invented new technology and
understands how technology affects daily life, past and present. The
student is expected to:
(A) describe how technology has affected the ways families
(B) describe how technology has affected communication,
transportation, and recreation; and
(C) identify the contributions of scientists and inventors
such as Alexander Graham Bell, Thomas Edison, and Garrett Morgan.
(16) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety of
valid sources, including technology. The student is expected to:
(A) gather information about a topic using a variety
of valid oral and visual sources such as interviews, music, pictures,
symbols, and artifacts with adult assistance; and
(B) sequence and categorize information.
(17) Social studies skills. The student communicates
in oral, visual, and written forms. The student is expected to:
(A) use a simple timeline to distinguish among past,
present, and future;
(B) use a calendar to describe and measure time in
days, weeks, months, and years;
(C) express ideas orally based on knowledge and experiences;
(D) create and interpret visual and written material;
(E) use social studies terminology correctly.
(18) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes 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.