(a) Introduction.
  (1) In Grade 1, students study their relationship to the classroom, school, and community to establish the foundation for responsible citizenship in society. Students develop concepts of time and chronology by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students create simple maps to identify the location of places in the classroom, school, and community. Students explore the concepts of goods and services and the value of work. Students identify individuals who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. Students practice problem-solving, decision-making, and independent-thinking skills.
  (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
  (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
  (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  (7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to this patriotic observance.
  (8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
(b) Knowledge and skills.
  (1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
    (A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day, Independence Day, and Veterans Day; and
    (B) compare the observance of holidays and celebrations.
  (2) History. The student understands how historical figures helped shape the state and nation. The student is expected to:
    (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the state and nation; and
    (B) compare the lives of historical figures who have influenced the state and nation.
  (3) Geography. The student understands the relative location of places. The student is expected to:
    (A) describe the location of self and objects relative to other locations in the classroom and school using spatial terms; and
    (B) locate places using the four cardinal directions.
  (4) Geography. The student understands the purpose of geographic tools, including maps and globes. The student is expected to:
    (A) create and use simple maps such as maps of the home, classroom, school, and community; and
    (B) locate and explore the community, Texas, and the United States on maps and globes.
  (5) Geography. The student understands physical and human characteristics of place to better understand their community and the world around them. The student is expected to:
    (A) identify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
    (B) identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.
  (6) Economics. The student understands how families meet basic human needs. The student is expected to:
    (A) describe ways that families meet basic human needs; and
    (B) describe similarities and differences in ways families meet basic human needs.
  (7) Economics. The student understands the concepts of goods and services. The student is expected to:
    (A) identify examples of goods and services in the home, school, and community;
    (B) identify ways people exchange goods and services; and
    (C) identify the role of markets in the exchange of goods and services.
  (8) Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
    (A) identify examples of people wanting more than they can have;
    (B) explain why wanting more than they can have requires that people make choices; and
    (C) identify examples of choices families make when buying goods and services.
  (9) Economics. The student understands the value of work. The student is expected to:
    (A) describe the tools of various jobs and the characteristics of a job well performed; and
    (B) describe how various jobs contribute to the production of goods and services.
  (10) Government. The student understands the purpose of rules and laws. The student is expected to:
    (A) explain the purpose for rules and laws in the home, school, and community; and
    (B) identify rules and laws that establish order, provide security, and manage conflict.
  (11) Government. The student understands the role of authority figures and public officials. The student is expected to:
    (A) identify the responsibilities of authority figures in the home, school, and community; and
    (B) identify and describe the roles of public officials in the community, state, and nation.
  (12) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
    (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; and
    (B) identify historical figures and other individuals who have exemplified good citizenship such as Benjamin Franklin and Eleanor Roosevelt.
  (13) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
    (A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
    (B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
    (C) identify anthems and mottoes of Texas and the United States;
    (D) explain and practice voting as a way of making choices and decisions; and
    (E) explain how patriotic customs and celebrations reflect American individualism and freedom.
  (14) Culture. The student understands the importance of family and community beliefs, language, and traditions. The student is expected to:
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