Grade 1 Social Studies Iowa standards Standards

Iowa History

Critique Historical Sources and Evidence

Analyze Change, Continuity, and Context

Analyze Human Population, Movement, and Patterns

Create Geographic Representation

Evaluate Savings and Long-Term Investments

Analyze Credit and Debt Levels

Develop Financial and Career Goals

Assess the Global Economy

Engage in Economic Decision Making

Interpret Processes, Rules and Laws

Examine Factors that Led to Continuity and Change on Human Development and Behavior

Taking Informed Action

Communicating and Critiquing Conclusions

Gathering and Evaluating Sources

Constructing Questions

Communities and Culture

With guidance and support identify the compelling question about a familiar topic.

With guidance and support, identify rights, rules or laws that are specific to a community or culture.

With guidance and support, identify local goods and services.

With guidance and support, identify what goods and services are traded with other countries.

With guidance and support, identify different jobs in the community.

With guidance and support, identify the meaning of borrow.

With guidance and support, identify the purpose of banks in the community.

With guidance and support, identify the difference between maps, globes, and other simple geographic models.

With guidance and support, identify a route on a map.

With guidance and support, identify goods that are made locally and in distant places.

Categorize events as past or present.

Identify who created documents.

Identify past and present groups in Iowa.

With guidance and support, identify a primary factual source.

With guidance and support, identify an example that could be used to answer a compelling question.

With guidance and support, identify the decision about a civic problem in the classroom.

With guidance and support, identify one cultural practice within your community or around the world.

History: Change, Continuity, and Context

Economics/Financial Literacy: Saving, Spending and Investing

Economics/Financial Literacy: Financial and Career Goals

People at Work and Careers (Financial Literacy)

History: Chronological Reasoning and Causation

Civics/ Government: Constitutional Principles and Civic Virtues

History: Change, Continuity and Context

Geography: Places and Regions

Cultures and Traditions

Economics/Financial Literacy: Exchange and Markets

Civics/Government: Citizenship and Civic Rights and Responsibilities

Geography: Geographic Tools

Geography: Human Movement and Patterns

People and Places

Civics/Government: Citizenship and Civic Rights and Responsibilities

Geography: Places and Regions

Geography: Geographic Tools

Geography: Human-Environment Interaction

Where We Live

Civic Engagement and Participation

Communicate Conclusions

Claims and Evidence

Gather, Interpret, and Evaluate Sources

Develop Questions and Plan Inquires

Inquiry Standards

Ask questions about disciplinary content and discuss ways to learn.

Describe ways people show belonging and citizenship in their community.

Explain why people choose to live in various communities or regions.

Identify and locate the local community, county, and state capital on a map.

Explain that members of a town, city, or community have certain rights and responsibilities.

Compare how people in different types of communities use goods from local and distant places to meet their daily needs.

Identify different beliefs, traditions, and customs within a community.

Describe the ways beliefs, traditions, and customs are passed from previous generations to the present.

Explain why respecting others’ beliefs, traditions, and customs is part of being a good citizen.

Describe the historical origins of festivals and celebrations that represent the diverse cultures of the state.

Explain how different jobs in the community help meet people’s needs through goods and services.

With teacher guidance, gather information from different sources and explain what they show about a topic.

Identify individual skills and interests that influence education, jobs and career goals.

Describe spending, saving and borrowing.

Compare jobs from the past to the present and discuss how tools, technology, or transportation have changed how people work.

With teacher guidance, share facts and opinions about topics and support them with evidence.

Construct responses to compelling questions using examples.

Describe ways people can participate in their community and explain why being involved is important.

Explain why people have different jobs in the community.

Locate and explain physical features on a variety of maps.

Construct a simple map.

Compare and contrast routes within communities using maps and other geographic models.