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[quote=Anonymous]

Common Core Curriculum for 1st Grade:

Here are the 81 things the state says first-graders will be able to do after taking the Early World Civilizations unit. 
 
Tell It Again! Read-Aloud Anthology 
 This
Tell It Again! Read-Aloud Anthology
for Early World Civilizations contains background information and resources that the teacher will need to implement Domain 4,including an alignment chart for the domain to the Common Core State Standards; anintroduction to the domain including necessary background information for teachers, alist of domain components, a core vocabulary list for the domain, and planning aids andresources; 16 lessons including objectives, read-alouds, discussion questions, andextension activities; a Pausing Point; a domain review; a domain assessment; culminatingactivities; and teacher resources. By the end of this domain, students will be able to

1.
 
Locate the area known as Mesopotamia on a world map or globe and identify it as part of Asia;2.
 
Explain the importance of the Tigris and Euphrates Rivers and the use of canals tosupport farming and the development of the city of Babylon;3.
 
Describe the city of Babylon and the Hanging Gardens;4.
 
Identify cuneiform as the system of writing used in Mesopotamia;5.
 
Explain why a written language is important to the development of a civilization;6.
 
Explain the significance of the Code of Hammurabi;7.
 
Explain why rules and laws are important to the development of a civilization;8.
 
Explain the ways in which a leader is important to the development of acivilization;9.
 
Explain the significance of gods/goddesses, ziggurats, temples, and priests inMesopotamia;10.
 
Describe key components of a civilization;11.
 
Identify Mesopotamia as the “Cradle of Civilization”;
 12.
 
Describe how a civilization evolves and changes over time;13.
 
Locate Egypt on a world map or globe and identify it as a part of Africa;14.
 
Explain the importance of the Nile River and how its floods were important for farming;15.
 
Identify hieroglyphics as the system of writing used in ancient Egypt;16.
 
Explain the significance of gods/goddesses in ancient Egypt;17.
 
Identify pyramids and explain their significance in ancient Egypt;18.
 
Describe how the pyramids were built;
 
19.
 
Explain that much of Egypt is in the Sahara Desert;20.
 
Identify the Sphinx and explain its significance in ancient Egypt;21.
 
Identify Hatshepsut as a pharaoh of ancient Egypt and explain her significance as pharaoh;22.
 
Identify Tutankhamun as a pharaoh of ancient Egypt and explain his significance;23.
 
Explain that much of what we know about ancient Egypt is because of the work of archaeologists;24.
 
Identify Judaism, Christianity, and Islam as major monotheistic world religions;25.
 
Locate Jerusalem, Israel, and the area known as the Middle East on a map;26.
 
Define monotheism as the belief in one God;27.
 
Identify the Western Wall (or the Wailing Wall) as associated with Judaism, theChurch of the Holy Sepulchre with Christianity, and the Dome of the Rock withIslam;28.
 
Identify the Hebrews as the ancient people who were descendants of Abraham;29.
 
Explain that followers of Judaism are called Jewish people and the term Jewish isused to describe practices or objects associated with Judaism;30.
 
Identify the Star of David as a six-pointed star and a symbol of Judaism;31.
 
Identify the Torah as an important part of the Hebrew scriptures;32.
 
Identify that a Jewish house of worship is called a synagogue or temple;33.
 
Identify Moses as a teacher who long ago led the Jewish people out of Egypt in anevent referred to as the Exodus;34.
 
Explain that, according to an important story in the Torah, Moses received theTen Commandments from God and that the Ten Commandments are rules that tell people how to behave or live their lives;35.
 
Identify important Jewish holidays such as Passover, Rosh Hashanah, YomKippur, and Hanukkah;36.
 
Explain that Christianity developed after Judaism;37.
 
Explain that followers of Christianity are called Christians;38.
 
Recognize the cross as a symbol of Christianity;39.
 
Identify the Bible as the Christian holy book;40.
 
Identify that a Christian house of worship is called a church;
 
41.
 
Identify that Christians believe Jesus to be the Messiah and the son of God;42.
 
Identify important Christian holidays, such as Easter and Christmas;43.
 
Recognize that both Christians and Jewish people follow the TenCommandments;44.
 
Explain that Islam originated in Arabia;45.
 
Explain that followers of Islam are called Muslims;46.
 
Identify the crescent and star as symbols of Islam;47.
 
Identify the Qur’an as the holy book of Islam, containing laws for daily living and
many stories that appear in Jewish and Christian holy books;48.
 
Identify that a Muslim place of worship is called a mosque;49.
 
Identify that Muslims believe that Moses and Jesus were prophets but believe thatMuhammad was the last and greatest of the prophets;50.
 
Identify important Muslim holidays, such as Ramadan and Eid-ul-fitr;51.
 
Use narrative language to describe (orally or in writing) characters, setting, things,events, actions, a scene, or facts from a fiction read-aloud;52.
 
Identify who is telling the story at various points in a fiction read-aloud;53.
 
Ask and answer questions (e.g., who, what, where, when), orally or in writing,requiring literal recall and understanding of the details and/or facts of anonfiction/informational read-aloud;54.
 
Answer questions that require making interpretations, judgments, or givingopinions about what is heard in a nonfiction/informational read-aloud, includinganswering why questions that require recognizing cause/effect relationships;55.
 
Identify the main topic and retell key details of a nonfiction/informational read-aloud;56.
 
Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;57.
 
Ask and answer questions about unknown words and phrases innonfiction/informational read-alouds and discussions;58.
 
Use illustrations and details in a nonfiction/informational read-aloud to describeits key ideas;59.
 
Compare and contrast (orally or in writing) similarities and differences within asingle nonfiction/informational read-aloud or between two or morenonfiction/informational read-alouds;
 
60.
 
Listen to and demonstrate understanding of nonfiction/informational read-aloudsof appropriate complexity for grades 1
 – 
3;61.
 
With guidance and support from adults, focus on a topic, respond to questions andsuggestions from peers, and add details to strengthen writing as needed;62.
 
Make personal connections (orally or in writing) to events or experiences in afiction or nonfiction/informational read-aloud, and/or make connections amongseveral read-alouds;63.
 
With assistance, categorize and organize facts and information within a givendomain to answer questions;64.
 
Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker,
raise hand to speak, take turns, say “excuse me” or “please,” etc.);
 65.
 
Carry on and participate in a conversation over at least six turns, staying on topic,
initiating comments or responding to a partner’s comments, with either an adult or 
another child of the same age;66.
 
Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;67.
 
Ask and answer questions (e.g., who, what, where, when), orally or in writing,requiring literal recall and understanding of the details and/or facts of a fiction or nonfiction/informational read-aloud;68.
 
Ask questions to clarify directions, exercises, classroom routines, and/or what aspeaker says about a topic;69.
 
Describe people, places, things, and events with relevant details, expressing ideasand feelings clearly;70.
 
Add drawing or other visual displays to oral or written descriptions whenappropriate to clarify ideas, thoughts, and feelings;71.
 
Produce complete sentences when appropriate to task and situation;72.
 
Identify real-life connections between words and their use (e.g., note places athome that are cozy);73.
 
Learn the meaning of common sayings and phrases;74.
 
Use words and phrases acquired through conversations, reading and being read to,and responding to texts, including using frequently occurring conjunctions tosignal simple relationships (e.g., because)75.
 
Identify new meanings for familiar words and apply them accurately;76.
 
Prior to listening to an informational read-aloud, identify what they know about agiven topic;

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