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In Grade 1, students learn
about their relationship to their home, classroom, school, and community.
Distinguishing among past, present, and future events develops the concepts
of time and chronology. Students identify anthems and mottoes of the United
States and Guam. Students make simple maps to identify the location of
places in the classroom, school, and community. The concepts of goods and
services and the value of work are introduced. Students identify historic
figures and ordinary people who exhibit good citizenship. They describe the
importance of family customs, language, and traditions and identify how
technology has changed family life. Students sequence and categorize
information. Students learn how families meet basic human needs of food,
clothing, and shelter.
CONTENT STANDARD 1
1. Culture
Performance Indicators
A. Family
1.A.1.1 Recite and follow
home rules.
1.A.1.2 Name members of the
extended family and their relationship.
1.A.1.3 Recognize
similarities and differences among family members.
1.A.1.4 Exhibit respect for
family members.
1.A.1.5 Recognize
contributions made by each family member.
1.A.1.6 Describe various
beliefs, customs, language, and traditions in the family.
1.A.1.7 Describe similar
and different ways that families meet basic human needs.
B. School
1.B.1.1 Recite and follow
classroom and school rules.
1.B.1.2 Identify and state
role of school support staff (e.g., school aides, cafeteria and
custodial workers).
1.B.1.3 Differentiate among
the cultures in the classroom.
1.B.1.4 Group and label
people, places, and things.
1.B.1.5 Follow verbal
directions.
1.B.1.6 Perform certain
activities independently.
1.B.1.7 Perform certain
activities in small groups.
1.B.1.8. Exhibit respect
for teacher, classmates, school, and staff members.
1.B.1.9 Respect the
personal opinions of others.
1.B.1.10 Recognize
contributions made by classmates.
1.B.1.11 Retell stories
from selected folk tales and legends (e.g., “Serena”).
C. Community
1.C.1.1 Recite and follow
community rules (e.g., curfew, traffic, property).
1.C.1.2 Exhibit respect for
all (e.g., elderly, animals, property).
CONTENT STANDARD 2
2. HISTORY
Performance Indicators
A. Family
2.A.1.1 Place events of
student’s life in chronological order.
2.A.1.2 Distinguish among
past, present, and future.
2.A.1.3 Use vocabulary
related to chronology, including yesterday, today, and tomorrow.
B. School
2.B.1.1 Create a calendar
or simple time line.
2.B.1.2 Describe the
origins of selected customs, holidays, and celebrations (e.g., Our Lady
of Camarin Day, Independence Day).
2.B.1.3 Compare the
observance of holidays and celebrations, past and present.
C. Community
2.C.1.1 Identify
contributions of historical figures who have influenced the community,
the island, and the nation (e.g., Abraham Lincoln).
2.C.1.2 Identify historical
figures who have exhibited a love of individualism and inventiveness
(e.g., Alexander Graham Bell, Thomas Edison).
2.C.1.3 Compare the
similarities and differences among the lives and activities of
historical figures who have influenced the community, island, and
nation.
2.C.1.4 Identify anthems
and mottoes of the United States and Guam.
2.C.1.5 Recall and recite
the Guam Pledge (“Inifresi”), Guam Hymn, U.S. Pledge of Allegiance and
U.S. National Anthem.
CONTENT STANDARD 3
3. Geography
Performance Indicators
A. Family
3.A.1.1 Identify and
describe the physical characteristics of places (e.g., types of houses).
3.A.1.2 Locate places using
the four cardinal directions of north, south, east, and west.
B. School
3.B.1.1 Describe the
location of self and objects relative to other locations in the
classroom and school.
3.B.1.2 Identify and
describe the physical characteristics of places such as land forms,
bodies of water, natural resources, and weather.
3.B.1.3 Create and use
simple maps to identify the location of places in the classroom, school,
and beyond.
3.B.1.4 Discuss and compare
the size and shape of Guam with the neighboring islands (e.g., CNMI, FSM,
and Belau).
3.B.1.5 Find Guam on the
globe.
3.B.1.6 Locate own village
on a map of Guam.
3.B.1.7 Explain and discuss
how people and their environment change over time.
3.B.1.8 Observe and record
the daily weather.
3.B.1.9 Compare Guam’s
weather with other neighboring islands.
3.B.1.10 Identify and
discuss seasonal change.
C. Community
3.C.1.1 Locate places of
significance on maps (e.g., own village, Guam, the United States).
3.C.1.2 Identify examples
of and uses for natural resources on Guam and in the United States.
CONTENT STANDARD 4
4. Government
Performance Indicators
A. Family
4.A.1.1 Explain the purpose
of rules at home.
4.A.1.2 Give examples of
rules that establish order, provide security, and manage conflict.
4.A.1.3 Explain
consequences when rules at home are not followed.
4.A.1.4 Recognize the
responsibilities of everyone at home.
4.A.1.5 Identify and define
problems at home and suggest their solutions.
4.A.1.6 Explain how each
family member assists in the making of group decisions at home (or does
not).
B. School
4.B.1.1 Explain the purpose
of rules at school. Give examples.
4.B.1.2 Explain
consequences when rules at school are not followed.
4.B.1.3 Recognize the
responsibility of everyone in the classroom and school.
4.B.1.4 Identify and define
problems in the classroom and school and suggest solutions.
4.B.1.5 Assist in making
group decisions using the voting process.
4.B.1.6 Identify
characteristics of good citizenship (e.g., belief in justice, truth,
equality, and responsibility for the common good).
4.B.1.7 Explain how
selected customs, symbols, and celebrations reflect an American love of
individualism, inventiveness, and freedom.
C. Community
4.C.1.1 Explain the purpose
of laws in the community. Give examples.
4.C.1.2 Explain the
consequences when laws are broken.
4.C.1.3 Recognize the
responsibility of everyone in the community.
4.C.1.4 Discuss the
purposes of various government agencies that affect our lives.
4.C.1.5 Identify and define
problems in the community and suggest solutions.
4.C.1.6 Identify ordinary
people who exemplify good citizenship and exhibit love of individualism
and inventiveness.
4.C.1.7 Explain how people
in the community can assist in making group decisions using the voting
process.
4.C.1.8 Identify leaders in
their village, on Guam, and in the nation.
4.C.1.9 Describe the roles
of public officials (e.g., mayor, legislators, governor, and president).
CONTENT STANDARD 5
5. Economics
Performance Indicators
A. Family
5.A.1.1 Identify examples
of goods and services in the home.
5.A.1.2 Identify examples
of choices families make when buying goods and services.
5.A.1.3 Identify examples
of people wanting more than they can have.
5.A.1.4 Explain why wanting
more than they can have requires that people make choices.
5.A.1.5 Distinguish and
prioritize between personal needs and wants.
B. School
5.B.1.1 Identify examples
of goods and services in the school.
5.B.1.2 Identify the
characteristics of a school assignment that is well performed.
C. Community
5.C.1.1 Identify examples
of goods and services in the community.
5.C.1.2 Identify ways
people exchange goods and services.
5.C.1.3 Identify the role
of markets in the exchange of goods and services.
5.C.1.4 Illustrate the
process of buying and selling.
5.C.1.5 Describe the
requirements of various jobs and the characteristics of a job well
performed.
5.C.1.6 List ways tourism
contributes to Guam’s economy.
5.C.1.7 Identify businesses
that produce and distribute goods on Guam.
5.C.1.8 Describe how
specialized jobs contribute to the productions of goods and services.
CONTENT STANDARDS 6
6. Technology
Performance Indicators
A. Family
6.A.1.1 Describe how
household tools and appliances have changed the ways families live.
6.A.1.2 Describe how life
in the home is without technology after a typhoon.
B. School
6.B.1.1 Utilize computers
to review and reinforce learning.
6.B.1.2 Operate audiovisual
equipment available to enhance learning.
6.B.1.3 Record ways in
which modern technology affects daily life.
C. Community
6.C.1.1 Describe how
technology has changed communication, transportation, and recreation.
6.C.1.2 Describe how
technology has changed the way people work.
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