Access Social Studies - Grade 1 (#7721012) 


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Course Standards

Name Description
SS.1.A.1.1: Develop an understanding of a primary source.
Related Access Points
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SS.1.A.1.AP.1: Identify a primary source.

SS.1.A.1.2: Understand how to use the media center/other sources to find answers to questions about a historical topic.
Related Access Points
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SS.1.A.1.AP.2: Use pictures or text to answer a question about a historical topic.

SS.1.A.2.1: Understand history tells the story of people and events of other times and places.
Related Access Points
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SS.1.A.2.AP.1: Recognize examples of people and events from other times in stories.

SS.1.A.2.2: Compare life now with life in the past.
Related Access Points
Name Description
SS.1.A.2.AP.2: Recognize examples of daily life that are different from long ago.

SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.
Related Access Points
Name Description
SS.1.A.2.AP.3: Identify national holidays as a way of remembering and honoring people and events.

SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.
Related Access Points
Name Description
SS.1.A.2.AP.4: Identify a person from the past who showed bravery, honesty, or responsibility.

SS.1.A.2.5: Distinguish between historical fact and fiction using various materials.
Related Access Points
Name Description
SS.1.A.2.AP.5: Identify events or characters in a historical story that are real or not real.

SS.1.A.3.1: Use terms related to time to sequentially order events that have occurred in school, home, or community.
Related Access Points
Name Description
SS.1.A.3.AP.1: Recognize concepts of time related to a sequence of school events.

SS.1.A.3.2: Create a timeline based on the student's life or school events, using primary sources.
Related Access Points
Name Description
SS.1.A.3.AP.2: Sequence three events in a student’s life using photographs or pictures on a timeline.

SS.1.CG.1.1: Explain the purpose of rules and laws in the home, school and community.
Clarifications:

Clarification 1: Students will explain the role that rules and laws play in their daily life.

Clarification 2: Students will explain the difference between rules and laws.

Related Access Points
Name Description
SS.1.CG.1.AP.1: Identify a rule and a law.

SS.1.CG.1.2: Describe how the absence of rules and laws impacts individuals and the community.
Clarifications:

Clarification 1: Students will provide examples of rules and laws in their lives and in the community.

Clarification 2: Students will recognize that disorder, injustice and harm to people can occur when there is an absence of rules and laws.

Related Access Points
Name Description
SS.1.CG.1.AP.2: Recognize the effects of when rules or laws are not followed.

SS.1.CG.2.1: Explain the rights and responsibilities students have in the school community.
Clarifications:

Clarification 1: Students will identify the rights (e.g., treated with respect, physically safe learning environment) and responsibilities (e.g., come to school on time, do not damage school property) students have as members of their school community.

Clarification 2: Students will define rights as freedoms protected by laws in society and protected by rules in the school community.

Clarification 3: Students will define responsibilities as things citizens should do to benefit the community.

Related Access Points
Name Description
SS.1.CG.2.AP.1: Identify responsibilities of students in a school community.

SS.1.CG.2.2: Describe the characteristics of citizenship in the school community.
Clarifications:

Clarification 1: Students will identify characteristics of responsible citizenship (e.g., respect others’ property, treat people with dignity, care for environment, treat animals with kindness).

Clarification 2: Students will identify characteristics of irresponsible citizenship (e.g., damaging school property, bullying).

Related Access Points
Name Description
SS.1.CG.2.AP.2: Identify characteristics of responsible citizenship in the school community.

SS.1.CG.2.3: Recognize ways citizens can demonstrate patriotism.
Clarifications:

Clarification 1: Students will discuss appropriate ways to show respect during the Pledge of Allegiance and National Anthem (e.g., stand at attention, face the flag, pause conversations).

Clarification 2: Students will discuss how to show respect for the American flag (e.g., how to properly display and dispose of the American flag).

Clarification 3: Students will discuss how to demonstrate patriotism during patriotic holidays and observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day).

Related Access Points
Name Description
SS.1.CG.2.AP.3: Identify ways citizens demonstrate patriotism during patriotic holidays.

SS.1.CG.2.4: Recognize symbols and individuals that represent the United States.
Clarifications:

Clarification 1: Students will recognize the national motto (“In God We Trust”) and “We the People” as symbols that represent the United States.

Clarification 2: Students will recognize Benjamin Franklin, George Washington, Daniel Webster and Martin Luther King Jr. as individuals who represent the United States.

Related Access Points
Name Description
SS.1.CG.2.AP.4: Identify the national motto “In God We Trust” as a symbol of the United States.

SS.1.CG.2.5: Recognize symbols and individuals that represent Florida.
Clarifications:

Clarification 1: Students will recognize that the state motto (“In God We Trust”) and the state day (Pascua Florida Day) are symbols that represent Florida.

Clarification 2: Students will identify the current Florida governor and recognize the governor as an individual who represents the state.

Related Access Points
Name Description
SS.1.CG.2.AP.5: Identify the governor as an individual who represents the state of Florida.

SS.1.CG.3.1: Recognize that the United States and Florida have Constitutions.
Clarifications:

Clarification 1: Students will define a constitution as an agreed-upon set of rules or laws.

Clarification 2: Students will recognize that the U.S. Constitution starts with “We the People.”

Related Access Points
Name Description
SS.1.CG.3.AP.1: Identify a constitution as an agreed-upon set of rules.

SS.1.CG.3.2: Explain responsible ways for individuals and groups to make decisions.
Clarifications:

Clarification 1: Students will demonstrate characteristics of responsible decision-making.

Clarification 2: Students will explain how multiple perspectives contribute to the unity of the United States.

Related Access Points
Name Description
SS.1.CG.3.AP.2: Demonstrate ways of responsible decision-making such as voting on a class snack.

SS.1.E.1.1: Recognize that money is a method of exchanging goods and services.
Related Access Points
Name Description
SS.1.E.1.AP.1: Identify coins and bills as forms of money that can be used to buy things.

SS.1.E.1.2: Define opportunity costs as giving up one thing for another.
Related Access Points
Name Description
SS.1.E.1.AP.2: Recognize a situation that involves making a choice such as schoolwork or play.

SS.1.E.1.3: Distinguish between examples of goods and services.
Related Access Points
Name Description
SS.1.E.1.AP.3: Recognize examples of goods and services.

SS.1.E.1.4: Distinguish people as buyers, sellers, and producers of goods and services.
Related Access Points
Name Description
SS.1.E.1.AP.4: Recognize people who buy or sell goods.

SS.1.E.1.5: Recognize the importance of saving money for future purchases.
Related Access Points
Name Description
SS.1.E.1.AP.5: Recognize ways to save money, such as putting it in a bank.

SS.1.E.1.6: Identify that people need to make choices because of scarce resources.
Related Access Points
Name Description
SS.1.E.1.AP.6: Recognize when there is not enough of something (scarce resource).

SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida.
Related Access Points
Name Description
SS.1.G.1.AP.1: Identify Florida and student’s hometown on a map.

SS.1.G.1.2: Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes .
Related Access Points
Name Description
SS.1.G.1.AP.2: Recognize key elements of maps and globes.

SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols.
Related Access Points
Name Description
SS.1.G.1.AP.3: Complete a pictorial map using symbols for designated areas.

SS.1.G.1.4: Identify a variety of physical features using a map and globe.
Related Access Points
Name Description
SS.1.G.1.AP.4: Identify land and water on a map and globe.

SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.
Related Access Points
Name Description
SS.1.G.1.AP.5: Locate Florida and a major body of water that borders Florida.

SS.1.G.1.6: Describe how location, weather, and physical environment affect the way people live in our community.
Related Access Points
Name Description
SS.1.G.1.AP.6: Identify a selected characteristic of the student’s environment with its personal effect on the student.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.1.C.2.4 (Archived Standard): Recognize health consequences for not following rules.
Related Access Points
Name Description
HE.1.C.2.In.d: Recognize selected health consequences for not following a rule, such as injuries, arguments, hurt feelings, and pollution.
HE.1.C.2.Su.d: Recognize a health consequence for not following a rule, such as injuries, arguments, hurt feelings, or pollution.
HE.1.C.2.Pa.d: Associate a health consequence with not following a selected classroom rule, such as an injury.




General Course Information and Notes

GENERAL NOTES

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.


General Information

Course Number: 7721012 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS SOC ST - 1
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 1



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


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