Current through February 27, 2024
By the beginning of the first grade, pupils must know and be
able to do everything required in kindergarten for social studies offered in
public schools. Instruction in the first grade in social studies must be
designed so that pupils meet the following performance standards by the
completion of the first grade:
1. For
the area of social studies disciplinary skills, with prompting and support:
(a) Generate compelling questions relating to
the places persons live and work.
(b) Generate supporting questions relating to
the compelling questions generated pursuant to paragraph (a).
(c) Using primary resources from the school
in which the pupil is enrolled or the community in which the pupil lives,
determine for two or more primary resources:
(1) Who created each primary
resource.
(2) Where each primary
resource was created.
(3) Why the
primary resource was created.
(4)
When each primary resource was created.
(d) Construct responses to compelling
questions generated pursuant to paragraph (a) using examples.
(e) Construct organized explanations of
relevant concepts for various audiences and purposes.
(f) Participate in a structured academic
discussion using evidence and reasoning.
(g) List and discuss actions by a person or a
group that can be taken to address problems in a community.
(h) Use deliberative and democratic
procedures to take action about an issue in the community in which the pupil
lives.
2. For the area
of history, compare the lives of persons who lived in the local community in
the past to the lives of persons who live in the local community at the present
time for different cultures in the community.
3. For the area of geography:
(a) Use simple geographic models created by
the pupil to describe the environmental and physical characteristics of the
community in which the pupil lives.
(b) Describe how the environment impacts how
persons live and the work that persons do.
4. For the area of economics:
(a) Describe the role of financial
institutions and other businesses in the community in which the pupil
lives.
(b) Compare the goods and
services that persons in the community in which the pupil lives produce and
those that are produced in a community in which the pupil does not
live.
5. For the area of
civics:
(a) Give examples of how all persons,
not just official leaders, play important roles in the community.
(b) Explain the purpose of different
governmental functions, including, without limitation:
(1) Collecting garbage;
(2) Passing laws;
(3) Enforcing laws; and
(4) Building roads and schools.
(c) Describe a situation that
exemplifies civic dispositions and democratic principles, including, without
limitation:
(1) Deliberative
discussion;
(2) Equality;
(3) Freedom;
(4) Liberty; and
(5) Respect for the individual rights of a
person.
(d) Compare and
contrast the different ways in which persons work to improve the communities in
which they live.
6. For
the area of multicultural education:
(a) Share
and discuss stories that illustrate honesty, courage, friendship, respect and
responsibility, and be able to explain how the stories show each
quality.
(b) Demonstrate the
ability to resolve conflicts.
(c)
Describe ways in which pupils and families are alike and different across
diverse cultures.
(d) Identify and
compare different cultural practices and traditions in the community in which
the pupil lives.
(e) Discuss the
importance of culturally, racially and ethnically diverse persons in building a
strong and equitable community.
Added to NAC by Bd. of
Education by R011-09, eff. 10-27-2009; A by
R056-17AP,
eff. 8/30/2018
NRS
385.080,
385.114,
389.021,
389.520
