Social Studies Curriculum Kindergarten
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1 East Rutherford Public Schools East Rutherford, NJ Social Studies Curriculum Kindergarten Joseph Abate, Jr. Interim Superintendent of School NJCCCS 2014 Adopted: March 2016
2 Pacing Guide Content Area: Social Studies Grade Level: K Unit 1: Me and My Family All About Me My Family School Bullying Unit 2: All About Communities Community Helpers School Community Maps Unit 3: Citizens Working Together Being a Good Citizen Equality Rules and Laws Unit 4: Living and Learning About the World We Live In Needs and Wants Goods and Services Where does our Food Come From? Celebrating Our Heritage Labor Day, Patriot Day, Fall- September Columbus Day, Halloween- October Election Day, Veteran s Day, Thanksgiving- November Winter, Winter Holidays (i.e. Christmas, Hanukkah, Kwanzaa) - December Martin Luther King Day, Chinese New Year- January Presidents Day- February Spring- March Arbor Day, Earth Day- April Cinco De Mayo, Memorial Day- May Summer, Flag Day, Independence Day- June September-October November-December January-February March-April Ongoing throughout the year
3 Grade K Social Studies Curriculum Unit 1: Me and My Family Time Frame: 8 Weeks-Assessment New Jersey Core Curriculum Content Standards and Indicators: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. A. Civics, Government, and Human Rights 6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines. 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. D. History, Culture, and Perspectives 6.1.P.D.1 Describe characteristics of oneself, one s family, and others. 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. A. Civics, Government, and Human Rights A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling). D. History, Culture, and Perspectives D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. Essential Questions: Objectives: Why do we need classroom rules? Students will What are some good rules and how do they help us? Examine his/her responsibilities as a member of a family, What are the consequences of breaking the rules? classroom, and community. Why is it important to be respectful and kind? Respect and follow rules throughout life experiences. What does it mean to be a responsible citizen at home, at school and at play? Define various types of families and family celebrations. Apply the qualities of good citizenship by following rules and What would happen if we didn t have rules and laws? How can we be kind to classmates? Who are your family members? laws. Identify the qualities of good citizenship and recognize ways to show good citizenship.
4 Do you have responsibilities and rules to follow in your family? Recognize the way rules and laws help communities. How are you and your family members alike/different? Demonstrate chronological thinking by distinguishing among What does your family do for fun? past, present, and future using family or school events What activities do you do together? Use components of culture (e.g., foods, language, religion, How have you grown and changed? traditions) to describe diversity in family life. How does your family celebrate holidays or special occasions? Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others). Suggested Tasks and Activities: Brainstorming together to create classroom rules Role playing to identify ways to resolve common classroom conflicts Student job assignments in the classroom Kindness rewards or incentives Recognize the consequences of breaking rules Family Portraits Family Graphs Assessments: Technology & Resources: Student Participation Questions/ Answer SMART Exchange Teacher Observation Rubric Group Projects Weekly Reader Benchmark Levelled Readers
5 Grade K Social Studies Curriculum Unit 2: Neighborhoods Time Frame: 8 Weeks- Assessment New Jersey Core Curriculum Content Standards and Indicators: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. B. Geography, People, and the Environment 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. D. History, Culture, and Perspectives 6.1.P.D.1 Describe characteristics of oneself, one s family, and others. 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. Essential Questions: Objectives: What is a Community Helper? Students will What kind of jobs do they do? Identify the characteristics of different communities. How do you identify a Community Worker? (Uniform, Understand one s role as a member of society. transportation) Discuss and role play the duties and responsibilities of different Who are the School Workers? community helpers. How do they help us? Identify a globe as a model of the Earth. How do we call for help? Identify a map as a representation of a specific place (classroom, Where do we live? bedroom, house, neighborhood). What kinds of buildings, services, etc does our community offer? Distinguish between land and sea on a globe. What is our address/ phone number? What is a neighbor? What is a community? How are communities different? Suggested Tasks and Activities: Brainstorm a list of Community Helpers Dramatic Play (i.e. dress up) Community Helper Puppets Read Me on the Map. Create a book based on the story Discuss members of a family. Draw Family Pictures
6 Field Trips Calling 911 Practice Compare and Contrast a globe and a flat map Identify North America and New Jersey on a map Map making Assessments: Student Participation Questions/ Answer Teacher Observation Rubric Group Projects Technology & Resources SMART Exchange Weekly Reader Benchmark Levelled Readers Googlemaps.com
7 Grade K Social Studies Curriculum Unit 3: Citizens Working Together Time Frame: 8 Weeks-Assessment New Jersey Core Curriculum Content Standards and Indicators: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. A. Civics, Government, and Human Rights A.3 Determine how fairness, equality, and the common good have influenced new laws and policies over time at the local and national levels of United States government A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights) A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. D. History, Culture, and Perspectives 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. Essential Questions: What makes a good citizen? What are rules and why do we need them? What is fairness? How does a good citizen act? What are some inequalities people have faced around the world?- How are we the same and how are we different? How do we vote? Objectives: Students will Explain that responsibility is a duty and give examples. Understand that citizens follow rules and laws to stay safe. Examine a world without rules to help them understand why rules are necessary. Examine the Holocaust and discuss respect and making our world a better place. Begin to understand voting and electing leaders. Describe the responsibilities and qualities of a good leader.
8 Identify characteristics of good citizenship (for example: justice, truth, equality). Suggested Tasks and Activities: Conduct a class election Invite a Police Officer to come and speak to the class about rules and laws Create a list of characteristics of a good leader Draw an example of good citizenship and write a sentence that describes picture Distinguish and sort action cards into good and bad citizen actions Assessments: Technology & Resources Student Participation Questions/ Answer SMART Exchange Teacher Observation Rubric Group Projects Weekly Reader Benchmark Levelled Readers Googlemaps.com
9 Grade K Social Studies Curriculum Unit 4: Living and Learning About the World We Live In Time Frame: 8 Weeks-Assessment New Jersey Core Curriculum Content Standards and Indicators: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. B. Geography, People, and the Environment 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States B.5 Describe how human interaction impacts the environment in New Jersey and the United States. C. Economics, Innovation, and Technology C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations C.4 Describe how supply and demand influence price and output of products C.10 Explain the role of money, savings, debt, and investment in individuals lives C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Essential Questions: Objectives: How are wants different from needs? Students will What are needs and wants? Identify changes in the way people communicate and move about What are goods and services? and how that has changed over the years. What do my family and I need to survive? Compare and contrast farm goods with factory made goods. Where does my food come from? Identify goods and services. Why is it important to take care of the Earth? Distinguish between needs and wants. How do we find place? On a map? On a globe? Recognize that a map is a picture of a real place. How does the Earth s placement affect our seasons in New Recognize picture symbols on a map. Jersey? Identify basic locations on a map, globe. Identify land and water on a map, globe.
10 Identify and explain how the four seasons affect people, animals and plants. Recognize the globe as a model of Earth. Suggested Tasks and Activities: Sort pictures and needs and wants Discuss how food and products originate from the farm Draw and color a picture of their home Draw a map of their neighborhood Color a map properly with a colors representing land, water Assessments: Student Participation Questions/ Answer Teacher Observation Rubric Group Projects Technology & Resources SMART Exchange Weekly Reader Benchmark Levelled Readers Googlemaps.com
11 Grade K Social Studies Curriculum Unit 5: Celebrating Our Heritage Time Frame: Throughout the Year Assessments throughout the year New Jersey Core Curriculum Content Standards and Indicators: 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Civics, Government, and Human Rights A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights) A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations. D. History, Culture, and Perspectives 6.1.P.D.4 Learn about and respect other cultures within the classroom and community D.4 Explain how key events led to the creation of the United States and the state of New Jersey D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage D.13 Describe how culture is expressed through and influenced by the behavior of people D.14 Trace how the American identity evolved over time D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity D.18 Explain how an individual s beliefs, values, and traditions may reflect more than one culture D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.
12 Essential Questions: What are symbols of America? What is Patriot Day? Who is Christopher Columbus and what is his significance in the discovery of America? How do Americans vote in the United States (Election Day)? Who are Veterans and how do we honor their service to our country? What is the significance of Thanksgiving? How are Winter Holidays celebrated in different cultures? In what ways do we celebrate Dr. Martin Luther King Jr.? What is the purpose of President s Day? Why do we celebrate Earth Day? Why is Cinco de Mayo celebrated? Why do we celebrate Memorial Day? Why do we celebrate Independence Day? Objectives: Students will Identify major holidays and relate how different people celebrate them. Explain why certain holidays are related to History. Identify the various American symbols such as the American Flag, Bald Eagle, Statue of Liberty, etc. Discuss the events of September 11th and how it impacted our nation. Read aloud student-friendly texts that help students better understand what took place that day. Read and learn about who Christopher Columbus is and his journey across the ocean in search of the new land. Discuss the voting process. Partake in a mock election. Understand that Veterans are people who have served in war for our country. Discuss ways we honor veterans throughout our school Veteran s Day Assembly. Understand the Pilgrim s journey aboard the Mayflower. Discuss what life was like for the Pilgrims during their first winter. Understand how the Native Americans helped the Pilgrims survive through the harsh winter. Explain how the First Thanksgiving took place. Discuss the various winter holidays such as Hanukah, Christmas, Kwanzaa, Las Posadas, and Chinese New Year. Explain the different ways these cultures celebrate (food, clothing, gift giving, etc.). Explain what rights Dr. Martin Luther King Jr. fought for. Understand what he went through as a civil rights activist. Discuss the other important figures who supported Dr. Martin Luther King Jr. s quest for freedom. Discuss who George Washington and Abraham Lincoln are. Understand how both presidents changed our nation. Explain why it is important to take care of the earth we live on. Understand the three R s Reduce, reuse, recycle.
13 Learn about the history behind Cinco De Mayo. Understand why it is celebrated Explain the significance of Memorial Day. Discuss the ways we honor those who served our country throughout our school Memorial Day Assembly. Discuss what happened on the Fourth of July Explain how this day greatly impacted our nation. Suggested Tasks and Activities: Assemblies Scholastic Magazine, videos and related worksheets Variety of activities for each holiday Variety of art projects for each holiday Assessments: Student Participation Questions/ Answer Teacher Observation Group Projects Technology & Resources SMART Exchange Weekly Reader Benchmark Levelled Readers Googlemaps.com
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