Asking questions about the past
Students start the year by wondering about people and places they hear about in class. With a little help from an adult, they turn that curiosity into questions worth answering.
What does a student learn in
This is the year students start acting like little historians and researchers. They learn that some sources come straight from the past, like a letter or an old photo, while others were written later to explain it. Students ask questions about people and places, then find answers with help from a grown-up. By spring, they can share what they learned through a drawing, chart, or short presentation.
- Primary sources
- Artifacts
- Asking questions
- Sharing findings
- Visual tools
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Looking at real objects and pictures
Students learn that an old photo, a letter, or an object from long ago can teach them something. They talk about what these items show and what they leave out.
- 3
Drawing and making to explain ideas
Students make simple posters, maps, and drawings to show what they have learned. The goal is to put an idea on paper so another person can understand it at a glance.
- 4
Sharing what they found
By the end of the year, students put it all together and tell the class what they discovered about a topic. They show their drawing or artifact and explain it in their own words.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Identify, select,
analyze and
evaluate
resources to
create a
product of
social science
inquiry
Identify, select,
analyze and
evaluate
resources to
create a
product of
social science
inquiry
-
Identify and analyze primary and secondary Social Studies sources in classroom…
1.TS.7.A.aWith a teacher's help, students look at real historical objects or photos (primary sources) and books or articles about them (secondary sources), then talk about what they show.
-
Identify and use artifacts to share information on Social Studies topics
1.TS.7.A.bStudents find real objects from the past, like old coins, tools, or photographs, and use them to explain something about history or community life.
| Standard | Definition | Code |
|---|---|---|
| Identify and analyze primary and secondary Social Studies sources in classroom… | With a teacher's help, students look at real historical objects or photos (primary sources) and books or articles about them (secondary sources), then talk about what they show. | 1.TS.7.A.a |
| Identify and use artifacts to share information on Social Studies topics | Students find real objects from the past, like old coins, tools, or photographs, and use them to explain something about history or community life. | 1.TS.7.A.b |
Use visual tools
to
communicate
information
and ideas
Use visual tools
to
communicate
information
and ideas
-
Create visual tools to communicate information
1.TS.7.B.aStudents make maps, charts, or drawings to show what they know about a topic. The picture or diagram does the explaining.
| Standard | Definition | Code |
|---|---|---|
| Create visual tools to communicate information | Students make maps, charts, or drawings to show what they know about a topic. The picture or diagram does the explaining. | 1.TS.7.B.a |
Conducting and
Presenting
Research with
Appropriate
Resources
Conducting and
Presenting
Research with
Appropriate
Resources
-
Share findings about a Social Studies topic
1.TS.7.D.aStudents pick a social studies topic, dig into it, and then share what they learned with others, through talking, drawing, or writing.
| Standard | Definition | Code |
|---|---|---|
| Share findings about a Social Studies topic | Students pick a social studies topic, dig into it, and then share what they learned with others, through talking, drawing, or writing. | 1.TS.7.D.a |
Developing a
research plan
and identifying
resources
Developing a
research plan
and identifying
resources
-
Ask supporting questions and find answers about Social Studies topics, with…
1.TS.7.E.aStudents practice asking questions about a social studies topic, then look for answers in books, maps, or other sources. A teacher helps them figure out where to look and what they find.
| Standard | Definition | Code |
|---|---|---|
| Ask supporting questions and find answers about Social Studies topics, with… | Students practice asking questions about a social studies topic, then look for answers in books, maps, or other sources. A teacher helps them figure out where to look and what they find. | 1.TS.7.E.a |
No state assessments at this grade
Students take their next one in Grade 3.
MAP-Alternate
Alternate assessment for eligible students with significant cognitive disabilities, covering the state-tested grade-level and end-of-course subjects.
- When given:
- fall and spring windows
- Frequency:
- annual
Common Questions
What is social studies like in first grade?
First graders start learning how to find out about people, places, and the past. They look at photos, old objects, and short readings, then ask questions and share what they learned. The work is more about curiosity and conversation than reading thick textbooks.
What is a primary source for a six-year-old?
A primary source is something straight from the time or place being studied. For a first grader, that might be a family photo, a coin, a letter from a grandparent, or a flag. A secondary source is someone retelling the story, like a picture book about a historical figure.
How can families help with social studies at home?
Pull out a family photo, an old toy, or a souvenir and ask where it came from and who used it. Five minutes of questions like this builds the same skills students practice in class. Library trips and short walks around the neighborhood also count.
How should social studies be sequenced across the year?
Start with sources students can hold or see, like photos and classroom artifacts, before moving to short readings. Build the habit of asking a question, finding one piece of evidence, and sharing the answer. Save longer research projects for spring once those routines are steady.
What does a finished first grade project look like?
It is usually a drawing, a labeled poster, a simple map, or a short spoken share with one or two facts. The point is that students used a real source and can say where their information came from. Neat handwriting and full paragraphs are not the goal yet.
Which skills usually need the most reteaching?
Telling a primary source from a secondary source is the slowest to stick, and so is sourcing where a fact came from. Plan to revisit both every few weeks with a quick warm-up using a new photo or artifact. Short repeated practice works better than one long lesson.
How do I know students are ready for second grade?
By June, students should be able to look at a photo or object, ask a question about it, and share one thing they learned. They should also know that some sources come from the actual time and others are retellings. Independence in asking questions matters more than the length of the answer.
Does it matter if students cannot read much yet?
No. Most first grade social studies work uses pictures, objects, maps, and read-alouds, so strong reading is not required. Talking through what they notice and wonder is the main way students show what they know.