Social Studies

Kindergarten

 

Course Description:

 

The Kindergarten social studies curriculum builds a solid foundation for the development, awareness, and application of social studies skills and concepts. The students will be exposed to a wealth of resources and information that will enable them to become active citizens, aware of diversity in their environment, while providing the students with engaging and hands-on learning experiences.

 

Prerequisites: None

 

 

Topic/Unit 1:  Getting Started                          Approximate # of Weeks: 1-2 Weeks/ Lessons

 

Essential Questions:

 

  1. What are rules and responsibilities?
  2. How do rules and responsibilities play an important part in our lives?
  3. How does sharing help us build a learning community?

 

Objectives:                                                                               

Each student will be able to:

                                                                        

  1. Recognize that sharing and cooperation will help solve problems. (CCS 6.2A1)
  2. Identify classroom rules and how they help our learning community. (CCS 6.2A1, 4, 6.2D1)
  3. Identify and use interpersonal and effective conflict resolution skills with peers and teachers. (CCS 9.2C1)
  4. Discuss consequences and sanctions when rules and laws are not followed. (CCS 9.2D3)

 

Suggested Activities:

 

  • Assist in the creation of classroom rules and sign a classroom contract.
  • Assign and utilize classroom jobs to help engender a climate of classroom community.
  • Illustrate and describe a family rule.
  • Create a book of rules.

 

 

Topic/Unit 2:  Family, Friends, and Me              Approximate # of Weeks: 4 Weeks/Lessons

 

Essential Questions:

  1. What makes us unique, different, and the same?
  2. Where do people live?
  3. How can you tell that people are getting along?

 

Objectives:

Each student will be able to:

 

  1. Explain that many different children go to the same school (CCS 6.2A3)
  2. Identify a school on a picture map (CCS 6.6A3)
  3. Identify ways people get along (CCS 6.2A6)
  4. Discuss and name their family members (CCS 6.4A1,2,3,4)
  5. Use time words such as now, past, and long ago to describe events (CCS 6.1A2)
  6. Define the characteristics of a home and identify 3 types of homes (CCS 6.6B1)
  7. Recognize home, food, and clothing as needs (CCS 6.5A1,2)

 

Suggested Activities:

 

  • Make a word web to define a “friend.”
  • Write “All About Me” poems.
  • Make Friendship Fish.
  • Create family trees .
  • Build homes out of milk cartons/classroom materials.
  • Create a “Needs” poster by cutting and gluing pictures from magazines or illustrations.
  • Read and listen to the following texts:

Apple Pie 4th of July

A Child’s Calendar

Come Out and Play

The Family Book

Houses and Homes

Annie Bananie

 

 

Topic/Unit 3:  In Town                                              Approximate # of Weeks: 5 Weeks/Lessons

 

Essential Questions:

 

  1. What makes up a neighborhood?
  2. What are jobs that one can have in a neighborhood?
  3. Who helps keep you safe in your neighborhood?

 

Objectives:

Each student will be able to:

 

  1. Locate and identify buildings in a town. (CCS 6.6A1)
  2. Classify buildings as places to live, places to buy things, and places to get help. (CCS 6.2A3, 6.6E1)
  3. Identify stores in a neighborhood and the goods they would sell. (CCS 6.5A1, A4)
  4. Distinguish between needs and wants. (CCS 6.5A2)
  5. Identify jobs needed to run a store. (CCS 6.5B1)
  6. Identify 3 safety workers and how they keep us safe. (CCS 6.2A2, 6.5B1)
  7. Locate places where safety workers work. (CCS 6.5B1)
  8. Identify ways to keep safe. (CCS 6.2A1,2,4)
  9. Recognize that places change over time. (CCS 6.1A2)
  10. Use time words such as first, then, and today. (CCS 6.1A2)
  11. Distinguish between past and present. (CCS 6.1A2, A4)
  12. Use a timeline to sequence events. (CCS 6.2A5)

 

Suggested Activities:

 

  • Play Town Bingo.
  • Compare needs and wants (poster).
  • Make a “street full of stores.”
  • Match workers to their worksites (card game).
  • Create a town timeline.
  • Read and listen to the following texts:

Apple Pie 4th of July

As the Crow Flies

Beneath the Bridge

Houses and Homes

Uptown

 

 

Topic/Unit 4: On The Farm                      Approximate # of Weeks: 2 Weeks/Lessons

 

Essential Questions:

 

  1. How are towns and farms alike and different?
  2. What can you find on a farm?

 

Objectives:

Each student will be able to:

 

  1. Name and locate places and animals found on a farm (CCS 6.6B2)
  2. Describe how each place found on a farm is used (CCS 6.6E1)
  3. Identify characteristics of farms and towns (CCS 6.6A1)
  4. Explain how farms and towns are different (CCS 6.6B1)

 

Suggested Activities:

 

  • Create farms.
  • Make cow puppets.
  • Make a Town & Farm alphabet book.
  • Read and listen to the following texts:

            City Chicken

            Family Farm

            Hurry!

            Ms. MacDonald Has a Class

            Town Mouse, Country Mouse

            A Year in the City

 

 

Topic/Unit 5:  Land, Water & Maps

(Geography)                          Approximate # of Weeks: 5 Weeks/Lessons

 

Essential Questions:

 

  1. What information do we get from maps and globes?
  2. How can you tell the difference between land and water on a map/globe? 

 

Objectives:

Each student will be able to:

 

  1. Identify and define models; compare models with real things. (CCS 6.6A1,2,3)
  2. Compare a model with a map. (CCS 6.6A1,2,3)
  3. Identify and draw map symbols. (CCS 6.6A1,2,3)
  4. Describe characteristics of rivers, oceans, mountains, and cities. (CCS 6.6B1,2; 6.6E1)
  5. Locate symbols on a map. (CCS 6.6A3)
  6. Apply the use of symbols, pictures, graphs, objects, and other visual information to create a map. (CCS 9.2A3)

 

Suggested Activities:

 

  • Refer to the Jumbo Atlas.
  • Examine maps and globes
  • Map a model. (Use symbols to make a simple map of a farm/classroom.)
  • Experiment with floor maps.
  • Read a symbol story.
  • Bury “treasures” somewhere near/around the school and make a map to help find them.
  • Create map symbols.
  • Read and listen to the following texts:

As the Crow Flies

Beneath the Bridge

Hello Ocean

Uptown

 

 

Topic/Unit 6: The United States

and Around the World                    Approximate # of Weeks: 9 Weeks/Lessons

 

Essential Questions:

 

  1. Where are we in the world?
  2. What are the 4 major U.S. symbols?
  3. What are the differences between maps and globes?
  4. How are children, animals, homes, and holidays across the world alike?

 

Objectives:

Each student will be able to:

 

  1. Locate NJ on a US map. (CCS 6.6A1)
  2. Identify land and water features near NJ. (CCS 6.6A1-2)
  3. Identify and explain the importance of the 4 major US symbols.
  4. Locate land and water on a map. (CCS 6.6A3)
  5. Locate where they live on a map. (CCS 6.6A3)
  6. Locate where they live on a globe. (CCS 6.6A3)
  7. Compare a globe and map. (CCS 6.6A3)
  8. Identify the globe as a model of the world. (CCS 6.6A2)
  9. Identify several animals and where they live. (CCS 6.6B2)
  10. Recognize that temperatures vary in different parts of the world. (CCS 6.6C1, E2)
  11. Recognize similarities and differences between themselves and other children. (CCS 6.2A6, 6.4A4)
  12. Locate continents by name. (CCS 6.6A1)
  13. Compare families from different parts of the world. (CCS 6.4A4)
  14. Locate places on a map. (CCS 6.6A1-3)
  15. Find similarities and differences between our homes and other homes. (CCS 6.4A3-4)
  16. Find similarities and differences in how people celebrate special occasions. (CCS 6.2E1-E3)
  17. Make a timeline of class birthdays. (CCS 6.1A5)
  18. Identify ways people celebrate holidays. (CCS 6.2E1-E3)

 

Suggested Activities:

 

  • Make a US puzzle map.
  • Find and learn about US symbols.
  • Make a world mobile.
  • Create wild animal puppets.
  • Write an animal story.
  • Learn to say “thank you” in different languages.
  • Invite family/friends of students to visit to discuss holiday/family traditions from different cultures.
  • Learn about family roots.
  • Create a replica of a home/their home.
  • Read and listen to the following texts:

Apple Pie 4th of July

Come Out and Play

The Family Book

Houses and Homes

 

 

Topic/Unit 7:  Seasons and Holidays                               Approximate # of Weeks: Ongoing

 

Essential Questions:

 

1. What are the traditions and celebrations of various cultures?

2. Who are some major figures in American History?

3. How are major national holidays and figures important to our country’s history?

 

Objectives:

Each student will be able to:

 

  1. Name the 4 seasons and the weather identified with each. (CCS 6.6C1)
  2. Name the months of the year when major holidays are celebrated. (CCS 6.1A5)
  3. Compare and contrast different kinds of holiday celebrations. (CCS 6.2E1-3)
  4. Sequence, name, and describe major holidays. (CCS 6.2E1-3)
  5. Compare ways people celebrate these holidays. (CCS 6.2E1-3)
  6. Name key figures in American History (i.e. Presidents) and why we celebrate their achievements.  (6.2D2)

 

Suggested Activities:

 

  • Make a seasons book.
  • Make a holiday/birthday timeline.
  • Learn and engage in various songs and dances from different cultures.
  • Create a key-figure flip book.
  • Read and listen to texts listed in literature guide of teacher text.

 

 

Student Resources

 

  • Atlas, globes, floor maps, clings, and activity pages.
  • Aforementioned literature and texts students are exposed to throughout the year.
  • EWW CD-Rom.

 

 

Teacher Resources

 

  • Ewwnet.com (Nystrom; to extend interdisciplinary projects and activities)
  • Exploring Where & Why-New Friends & New Places (Teacher Text)
  • EWW CD-Rom
  • Literacy Library

 

 

Software/Online/Media Resources

 

 

 

Field Trip Ideas

 

·        Take a walk around the neighborhood/school (using/creating a map).

·        Trip to a farm to pet, observe, and engage with animals and their environment.

 

 

Major Forms of Assessment

 

  • Teacher observation and evaluation of responses and completed activities/projects.
  • Use of rubrics to evaluate work products.
  • Unit Assessments.
  • Role-playing and centers to engage students and differentiate instruction.

 

Career Education & Life Skills:

 

Standard 9.2.A.1 Apply communications and data analysis to the problem-solving and decision making processes in a variety of life situations.

Standard 9.2.A.2 Describe and apply constructive responses to criticism.

Standard 9.2.A.3 Apply the use of symbols, pictures, graphs, objects, and other visual information to a selected project in academic and/or occupational settings.

Standard 9.2.A.4 Recognize bias, vested interest, stereotyping and the manipulation and misuse of information while formulating solutions to problems that interfere with forming clear opinions and making open-minded decisions.

Standard 9.2.B.1 Revise and update the personal growth plan to address multiple life roles.

Standard 9.2.B.2 Apply project planning and management skills in academic and/or occupational settings.

Standard 9.2.B.3 Compare and contrast methods for maximizing personal productivity.

Standard 9.2.C.1 Model interpersonal and effective conflict resolution skills with peers and teachers, who will also model the behavior of effective and intelligent argument through debate.

Standard 9.2.C.2 Communicate effectively in a variety of settings with a diverse group of people.

Standard 9.2.D.1 Analyze how character influences work performance.

Standard 9.2.D.2 Identify and research privileges and duties of citizens in a democratic society.

Standard 9.2.D.3 Discuss consequences and sanctions when on-the-job rules and laws are not followed.

Standard 9.2.D.4 Compare and contrast a professional code of ethics or code of conduct from various work fields and discuss similarities and differences.

Standard 9.2.D.5 Apply a professional code of ethics to a workplace problem or issue.

           

Technological Literacy:

 

Standard 8.1.B.1 Describe the potential and implications of contemporary and emerging computer applications for personal, social, lifelong learning, and workplace needs.

Standard 8.1.B.2 Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

Standard 8.1.B.7 Evaluate information sources for accuracy, relevance, and appropriateness.

Standard 8.1.B.11 Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. 

Standard 8.2.A.3 Provide various examples of how technological developments have shaped American history.

 

 

Evan Kozak 

July 25, 2008

Faculty Member’s Name

Date Submitted

Joseph Caravela

July 25, 2008

Supervisor’s Name

Date Approved