Kindergarten Social Studies

A Child’s Place in Time and Space

Unit
August-September / Expectations for Learning / Instructional Strategies / Assessments/Resources
UNIT 1: Welcome to Kindergarten (Rules)
Big Idea:
A. Rules are made so that everyone is treated fairly.
Individuals are accountable for their actions.
B. Time can be measured.
Essential Questions:
  1. Why are rules necessary?
  2. What are traits of good citizens?
  3. How do we describe time?
/ History
  1. Use chronological vocabulary correctly. (Introduce) (Long ago, yesterday, today, tomorrow, soon,before, etc.)
4: Recognize the American flag as a symbol of the United States and the Pledge of Allegiance and the national anthem as practices in the United States. (Throughout year)
Geography
8. Identify ways that individuals in the family, school and community are unique and ways that they are the same.
Government
9. Identify responsibilities at home and in the school and community and describe how individuals share those responsibilities to achieve common goals.
10. Explain the purpose for rules at home and in the school and community /
  • When examining artifacts and/or photographs of other eras, model and encourage the correct use of chronological vocabulary.
  • Use calendars to show passage of days of the week and months and schedule/plan for events, keep track of important dates/create a record of classroom history
  • Create Mission Statement and Class rules
  • Add citizenship traits to behavior chart
  • Consequences = cause and effect relationship or an “If this…then…
Suggestions from State
  • Children stand in a circle facing each other. Call out various characteristics both that are unchanging (everyone with blue eyes) and some that change (everyone wearing sandals. Help children notice that they have membership in multiple groups.
  • Initiate a learning project and establish individual and shared responsibilities to accomplish a common goal.
  • Engage children in meaningful conversations about differing rules in the home, school and community
/
  • IMS Lessons:
  • Days of the Week
  • What are the Rules?
  • Good Citizens in Action
Imagine It!
Unit 1: Off To School
Unit 9: Red, White and Blue
Unit 7: Teamwork
Unit
September-November / Expectations for Learning / Instructional Strategies / Assessments/Resources
UNIT 2: Where Are We? Focus on Maps
Big Idea:
Models and maps represent real places
Location, climate and physical surroundings affect the way people live.
Nations are represented by symbols and practices.
Essential Questions:
  1. Why is knowing “where” important?
  2. How do physical surrounds affect the way people live?
/ Geography
4: Describe the relative location of a familiar place using appropriate terms.
5: Create models and maps of real places.
8: Identify ways that individuals in the family, school and community are unique and ways that they are the same
4: Recognize the American flag as a symbol of the United States and the Pledge of Allegiance and the national anthem as practices in the United States. (Throughout year) / Suggestions from State
  • Take students on a walk and incorporate directional vocabulary (up/down, over/under, here/there, behind/in front of)
  • Use a pictorial map or drawing of the community, play I SPY. Provide children with directional clues to find an item or building on the map.
  • Use a variety of materials to engage children in creating models or maps of their classroom, playground or other significant places of interest. Encourage children to describe the place and its significance to them.
  • Locate a pictorial view of a neighborhood and a simple map of the same neighborhood. Have children locate a particular building or feature on the pictorial map then find its corresponding location on the other map.
  • Use Unit blocks to construct a model that represents places within the community
  • The I have… Who Has…game can be used to practice symbols of the United States
/ Imagine It!
Unit 1: Off To School
Unit
December-February / Expectations for Learning / Instructional Strategies / Assessments/Resources
UNIT 3: Who Are We? Families
Big Idea:
Heritage is reflected through the arts, customs, traditions, family celebrations and language.
Personal history can be shared through stories and pictures.
Individuals are unique but share common characteristics of multiple groups.
Essential Questions:
  1. How do our traditions define who we are?
  2. How do we share stories about our families?
  3. How are we alike/different?
/ History
1: Use chronological vocabulary correctly.
2: Communicate personal history through stories and pictures.
3: Discuss art, customs, traditions, family celebrations and language that reflect cultural heritage.
4: Recognize the American flag as a symbol of the United States and the Pledge of Allegiance and the National Anthem as practices of the United States.
Geography
8. Identify ways that individuals in the family, school and community are unique and ways that they are the same. / Suggestions from State:
  • When examining artifacts and/or photographs of other eras, model and encourage the correct use of vocabulary
  • Embed the language of time throughout interactions with children (e.g., yesterday, before, soon)
  • Children can make a book about themselves at different ages (e.g. birth, toddler and preschool) using photos, drawings and writing samples
  • Involve families in sharing traditions, customs and celebrations to develop cultural awareness
  • Explore the art, music and dance of other cultures represented in the classroom
  • I have…Who has…game can be used to practice symbols of the United States
/ IMS Lessons:
  • Winter Celebrations as a Reflection of Culture
Imagine It!
  • Book 5: Stick To It

Unit
March-May / Expectations for Learning / Instructional Strategies / Assessments/Resources
UNIT 4: Economics
We Have Needs and Wants
Big Idea:
People have needs and make decisions to satisfy those wants. These decisions impact others.
Humans depend on and impact the physical environment in order to supply food, clothing and shelter.
Essential Questions:
What is the difference between a want and a need?
How do you get what you want/need?
How do our wants affect the environment? / Economics
11: Explain how a decision about an individual want can impact others.
12: Identify goods and services
Geography
7. Identify Natural Resources that are used in the children’s daily lives. / Suggestions From State
  • Use classroom projects and experiences as opportunities to engage children in decision-making about satisfying wants and how those decisions impact others
  • Engage children in intentional conversations to define and illustrate goods and services
  • Through dramatic play, children will demonstrate their emerging understanding of goods and services (Goods are objects that satisfy people’s wants such as bicycles, books, gas, clothing, toys, etc.) Services are activities performed by people, firms or government agencies to satisfy economic wants such as fast food, doctors, pet sitting, banks, auto repair, childcare, etc.)
  • Engage children in intentional conversations to identify and define natural resources and their importance in children’s daily lives.
  • Have children identify natural resources such as water, trees (lumber to build our homes), soil and sunlight
/ Imagine It!- Unit 7: Teamwork