Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

Narrative for the Government and Citizenship

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood. First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs. Students in grade one learn to explain why rules are needed in groups and learn how to apply rules to different group situations. They are given opportunities to practice citizenship skills through participation in a variety of group activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.4.01

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.01 Apply good citizenship (e.g., respect, cooperation, honesty, responsibility ) in the school environment.

Student Learning Targets:

Skills (Performance) Targets

I can be a good citizen.
I can work with others.
I can follow classroom and school procedures.
I can show respect.
I can care for and put away materials.
I can be honest.

Proficiency Rubric

Score		Description	Sample Activity
4.0	The student exceeds expectations and is a positive example for other students.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student consistently focuses attention on tasks with no cues, follows classroom and school procedures, demonstrates self-advocacy skills and completes all assigned tasks. The student promptly follows directions without reminders on a consistent basis. The student is consistently aware of him/herself and behavior, understands expectations, makes good choices and demonstrates the ability to follow through. The student consistently uses appropriate verbal language and tone, appropriate body language, understands boundaries, respects personal space and makes choices that help and benefit others and him/herself.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student knows the expectations but is unable to complete all of them and/or is able to self-monitor but is inconsistent in applying this skill. The student needs some prompting and reminders of expectations from the teacher.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	The student needs a lot of teacher redirection as he/she is unable to self-monitor. The student needs many reminders to follow directions and/or is unable to complete tasks without teacher assistance. The student is unable to keep hands and feet to self, doesn't understand boundaries, uses inappropriate language and tone and/or uses inappropriate body language.		-
	0.5	The student is unable to show grade level citizenship in the school environment.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

classroom
school
procedures
honest
respect
citizen
cooperation
responsibility

SST-01.4.02

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.02 Explain the purpose for rules in home, school, and community.

Student Learning Targets:

Reasoning Targets

I can explain why we have rules.

Proficiency Scale

Score		Description	Sample Activity
4.0	The student exceeds expectations and is a positive role model for other students.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student explains the purpose for 3 rules for each home, school, and community with no errors.		-The student may explain his/her knowledge through written or verbal response.
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student explains the purpose for rules in home, school, and community with limited significant errors (2 rules for each area).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	The student explains the purpose for rules in home, school, and community with many significant errors ( 1 rule for each area).		-
	0.5	The student is unable to explain the purpose for rules in home, school, and community.