Social Science

Grade 1: Heritage and Citizenship: Relationships, Rules, and Responsibilities	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
* identify people with whom they have significant relationships, and the rules and responsibilities associated with people, places, and events in their lives and communities;
* use a variety of resources and tools to gather, process, and communicate information about the rules people follow in daily life and the responsibilities of family members and other people in their school and community;
* explain how and why relationships, rules, and responsibilities may change over time, and in different places.
Specific Expectations
Knowledge and Understanding
* state in simple terms what "relationships", "rules", and "responsibilities" are;
* explain why rules and responsibilities have been established (e.g., for protection and safety, for fair division of work);
* identify important relationships in their lives (e.g., with family members, friends, pets, teachers) and name some responsibilities that are part of these relationships;
* describe significant people and places in their lives (e.g., parents, sports figures; bedroom, park, playground, community centre) and the rules associated with them;
* identify significant events in their lives (e.g., their first day of school, a trip) and the rules associated with them;
* describe how they follow the rules about respecting the rights and property of other people and about using the shared environment responsibly (e.g., by sharing, being courteous, cooperating, not littering).
Inquiry/Research and Communication Skills
* brainstorm and ask simple questions (e.g., How? Why?) to gain information about relationships, rules, and responsibilities;
* use primary and secondary sources to locate information about relationships, rules, and responsibilities in their home, school, and community (e.g., primary sources: interviews, eyewitness visitors, class trips; secondary sources: maps, illustrations, print materials, technology);
* use illustrations, key words, and simple sentences (e.g., chart, picture book, cartoon) to sort, classify, and record information about relationships, rules, and responsibilities;
* construct and read concrete, pictorial, and simple maps, graphs, charts, diagrams, and timelines to clarify and present information about relationships, rules, and responsibilities in their daily lives (e.g., timeline of a school day, class graph of students' responsibilities at home);
* use appropriate vocabulary (e.g., change, rights, responsibilities, roles, respecting rules, cooperating, being courteous) to communicate the results of inquiries and observations about relationships, rules, and responsibilities.
Application
* explain how events and actions (e.g., a ban on popular toys at school, birth of a sibling) can cause rules and responsibilities to change, and describe what some new rules and responsibilities might be;
* identify an area of concern (e.g., littering, sharing, conflicts), and suggest changes in rules or responsibilities to provide possible solutions;
* order a sequence of events to demonstrate how relationships, rules, or responsibilities change over time (e.g., throughout the day, throughout the school year), and in different places.
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.