KINDERGARTEN Children as Citizens: An Introduction to Social Studies

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Standard K-1: The student will demonstrate an understanding of the way families live and work together now and the way they lived and worked together in the past. K-1.1 Compare the daily lives of children and their families in the United States in the past with the daily lives of children and their families today. (H, E) Taxonomy Level: A 2 Understand / Factual Knowledge Previous/future knowledge: This is the student s first introduction to present and past daily lives. Students will explore this concept further (1-1.1) when they summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interests, and family changes over time and when (1-1.4) they compare the daily life of families across the world including the roles of men, women, and children; typical food, clothes, and style of homes; and the ways the families earn their living. It is essential for students to know that a family is defined as a group of two or more people living together from whom they receive love and support that are usually related by birth, marriage or adoption. Students should investigate family history for at least two generations, identifying various members and their connections. It is also essential for students to gather information about families of today and throughout history through photos, elderly individuals, and family or community stories. It is not essential for students to compare families in the United States with families in other parts of the world. Students do not need to know their own family histories beyond two generations. Appropriate assessment requires students to compare the daily lives of families today with the daily lives of families throughout history; therefore, the primary focus of assessment should be on making general comparisons between the daily lives of families today with the daily lives of families throughout time. However, appropriate assessments should also require students to identify families of today and families throughout history; exemplify families that would be found in different time periods, and classify daily lives by time period. Effective May 2008 Indicator K-1.1 1 / 1

Standard K-1: The student will demonstrate an understanding of the way families live and work together now and the way they lived and worked together in the past. K-1.2 Explain how changes in modes of communication and transportation have changed the way that families live and work, including e-mail and the telephone as opposed to letters and messengers for communication and the automobile as opposed to the horse for transportation. (H, G) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: This is the student s first introduction to communication and transportation. This concept will be explored further when students illustrate different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication (1-1.5). In third grade (3-1.2) students will interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation when they investigate various elements of a community including transportation and communication systems. It is essential for students to know examples of different historical communication systems, such as runners, "talking drums", smoke signals, the pony express and the telegraph. In addition, students should understand communication systems of today such as telephones, e-mail, fax, and satellite systems. It is essential for students to know that transportation means to travel from one place to another. Students should be able to explain that there are a variety of transportation methods that have allowed people to get from one place to another. Students should be able to distinguish between water, air, and land transportation. Students should know examples of transportation systems throughout history such as horseback, bicycles, railroads, ships and ferries. As well, students should understand transportation systems of today such as automobiles, airplanes, and helicopters. It is not essential for students to know how different forms of transportation operate or the technical background of communication systems. Students do not need to know who invented different forms of communication or transportation systems. Appropriate assessment requires students to explain changes in transportation and communication over time; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that transportation and communication have changed. However, appropriate assessments should also require students to recall the basic definitions of both transportation and communication and to also exemplify the ways that transportation and communication has impacted life throughout history and continues to impact life today. Effective May 2008 Indicator K-1.2 1 / 1

Standard K-2: The student will demonstrate an understanding of rules and authority in a child s life. K-2.1 Explain the purposes of rules and laws and the consequences of breaking them, including the sometimes unspoken rules of sportsmanship and fair play. (P) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: This is the student s first introduction to the purpose of rules and laws. Students will later (K-2.3) identify people in the community and school who enforce the rules that keep people safe, including crossing guards, firefighters, and police officers. In first grade (1-3.1) students will identify the basic functions of government, including making and enforcing laws and protecting citizens. Also in first grade (1-4.1) students will learn to recognize the basic values of American democracy, including respect for the rights and opinions of others, fair treatment for everyone, and respect for the rules by which we live. It is essential for students to know the purpose of rules and laws and consequences for breaking them. Students should also understand how rules and laws help keep us safe. They should understand that all people need rules and laws and that some forms of rules are informal or unspoken. Rules around teamwork, sportsmanship, and fair play are examples of important informal rules. Sportsmanship can be defined as the "golden rule" applied to the people we play both with and against. The golden rule, treat others as we would like to be treated, generally is an excellent example of an informal rule that guides our behavior. Students should know that they demonstrate good sportsmanship when they show respect for themselves, their teammates, and their opponents. It is not essential for students to know specific state and national governmental laws or specific rules of games. Appropriate assessment requires students to explain the purposes of rules and laws; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that rules and laws affect behavior. However, appropriate assessments should also require students to recall that sportsmanship and fair play are types of unwritten rules; and to exemplify the types of consequences that impact people who break rules. Effective May 2008 Indicator K-2.1 1 / 1

Standard K-2: The student will demonstrate an understanding of rules and authority in a child s life. K-2.2 Summarize the roles of people in authority in a child s life, including those of parents and teachers. (P) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: This is the first time students have been introduced to roles of authority throughout their lives. In first grade (1-3.2) students will summarize the concept of authority and give examples of people in authority; including school officials, public safety officers, and government officials. In second grade (2-3.1) students will recognize different types of local laws and those people who have the power and authority to enforce them. It is essential for students to know that responsibility and authority are linked. Individuals with specific types of authority generally have responsibilities for specific situations in specific environments. As an example, teachers have responsibility and authority over their classroom and students throughout the school day. Authority figures deserve respect within their environment of authority. Examples of these figures include teachers, parents, principals, and other authority figures. Students should demonstrate an understanding of the kinds of rules that are needed from authority figures like teachers and parents. It is not essential for students to know about other authority figures such as judges, legislators, or specific rules that lie outside of a young person s life. Appropriate assessment requires students to summarize roles of authority; therefore, the primary focus of assessment should be to generalize a list of persons of authority. However, appropriate assessments should also require students to identify individuals of authority; illustrate roles of authority using words, pictures, or diagrams; or classify roles of authority as family, school or otherwise. Effective May 2008 Indicator K-2.2 1 / 1

Standard K-2: The student will demonstrate an understanding of rules and authority in a child s life. K-2.3 Identify people in the community and school who enforce the rules that keep people safe, including crossing guards, firefighters, and police officers. (P) Taxonomy Level: A 1 Remember/Factual Knowledge Previous/future knowledge: This is the students first introduction to community and school rules and the people who enforce them. Students will expand this concept in first grade (1-1.5) when they illustrate different elements of community life; including the structure of schools, typical jobs, the interdependence of family, school, and the community; and the common methods of transportation and communication. In second grade (2-2.3) students will further summarize the roles of various workers in the community, including those who hold government jobs. It is essential for students to know examples of people in a community who enforce rules to keep them safe, such as crossing guards, firefighters and police officers. It is also essential for students to identify the school officials, teachers, principals, resource officers and others, who keep then safe at school. Students should understand the relationship between the role of keeping people safe and enforcing rules within their school and community. It is not essential for students to know national or state figures that enforce rules or how rules are made through the legislative process. Appropriate assessment requires students to identify people in the community and school; therefore the primary focus of assessment should be to remember the names of people who enforce rules to keep people safe. However, appropriate assessments should also require students to recall school or community rules used for safety or to compare the roles of people who enforce rules to keep people safe. Effective May 2008 Indicator K-2.3 1 / 1

Standard K-3: The student will demonstrate an understanding of key American figures and symbols. K-3.1 Recognize the significance of things that exemplify the values and principles of American democracy, including the Pledge of Allegiance, songs such as The Star- Spangled Banner (our national anthem) and America the Beautiful, and the American flag. (H, P) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: This is the students first introduction to the values and principles of American Democracy. In first grade students will recognize the basic values of American democracy, including respect for the rights and opinions of others, fair treatment for everyone, and respect for the rules by which we live (1-4.1). While in fourth grade (4-4.3) students will explain the role of the Bill of Rights in the ratification of the Constitution, including how the Constitution serves to guarantee the rights of the individual and protect the common good yet also to limit the powers of government. It is essential for students to know that the Star Spangled Banner is our national anthem and should recognize the song. It is also essential for students to recognize the song America the Beautiful and know that it exemplifies the values and principles of American democracy. Students should also recognize the American flag and understand its significance as a symbol of American values and principles. Further, students should understand that it is appropriate to say the Pledge of Allegiance to the flag with your hand over your heart and to recognize the pledge when they hear it. It is not essential for students to know the words to the Star Spangled Banner or America the Beautiful. It is also not essential for students to be able to recite verbatim the Pledge of Allegiance. Appropriate assessment requires students to recognize the significance of things that exemplify the values and principles of American democracy; therefore the primary focus of assessment should be to identify the Pledge of Allegiance, The Star Spangled Banner American the Beautiful and our American flag. However, appropriate assessments should also require students to identify from a picture, drawing, or recording the Pledge of Allegiance, the Star Spangled Banner, America the Beautiful and the American flag. Effective May 2008 Indicator K-3.1 1 / 1

Standard K-3: The student will demonstrate an understanding of key American figures and symbols. K-3.2 Illustrate the significant actions of important American figures, including George Washington, Abraham Lincoln, and Martin Luther King Jr. (H, P) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: This is the student s first introduction to important American historical figures. In first grade (1-4.3) students will recall the contributions made by historic and political figures to democracy in the United States, including George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Martin Luther King Jr., and Rosa Parks. They will expand their knowledge in second grade (2-1.4) when they recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. In fourth grade (4-6.5) students compare the roles and accomplishments of key figures of the Civil War, including Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, and Robert E. Lee. It is essential for students to know that some Americans have performed significant actions that have impacted American history. Examples of these figures include George Washington, Abraham Lincoln, and Martin Luther King Jr. Students should also know that George Washington was the first President of the United States; that Abraham Lincoln was a great president who wanted to preserve the Union of the States; and that Martin Luther King was a great American who supported equal rights for all Americans. It is not essential for students to know other great Americans or details about the time period in which these or others lived. Appropriate assessment requires students to illustrate significant actions; therefore the primary focus of assessment should be to identify actions of George Washington, Abraham Lincoln, and Martin Luther King Jr. and to exemplify key characteristics of these individuals. However appropriate assessments should also require studies to recall information about George Washington, Abraham Lincoln, and Martin Luther King Jr. or classify by sequencing key events in these peoples lives. Effective May 2008 Indicator K-3.2 1 / 1

Standard K-3: The student will demonstrate an understanding of key American figures and symbols. K-3.3 Identify the reasons for celebrating the national holidays, including Independence Day, Thanksgiving, President s Day, and Martin Luther King Jr. Day. (H, P) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: This is the students first and only introduction to national holidays. It is essential for students to know that Americans celebrate holidays like Independence Day, Thanksgiving, Presidents Day and Martin Luther King Day as a reflection of our democratic values and our struggle for independence. Students should know that Independence Day is celebrated July 4 th to mark the birth of America. They should also know that Thanksgiving is celebrated the fourth Thursday of November to celebrate the friendship between early settlers and Native Americans. Students should know that Presidents Day is celebrated in February to honor all American presidents and students should also know that Martin Luther King Day is celebrated in January to remember the efforts of Martin Luther King on his birthday. It is not essential for students to know other holidays than the ones listed or the history behind these holidays. Appropriate assessment requires students to identify reasons for celebrating national holidays therefore; the primary focus of assessments should also require students to recall national holidays such as Independence Day, Thanksgiving, Presidents Day, and Martin Luther King Jr. and to identify general reasons for celebrating national holidays. Effective May 2008 Indicator K-3.3 1 / 1

Standard K-4: The student will demonstrate an understanding of good citizenship K-4.1 Identify qualities of good citizenship, including honesty, courage, determination, individual responsibility, and patriotism. (P) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: This is the students first introduction to the qualities of citizenship, honesty, courage, determination, responsibility and patriotism. They will apply these qualities later (K-4.2 ) when they demonstrate good citizenship in classroom behaviors, including taking personal responsibility, cooperating and respecting others, taking turns and sharing, and working with others to solve problems. In sixth grade (6-2.2) students will summarize the significant political and cultural features of the classical Greek civilization, including the concept of citizenship and the early forms of democratic government in Athens. It is essential for students to know the qualities of good citizenship and how honesty, courage, determination, responsibility and patriotism influence citizenship. Students should be able to give examples of good citizenship. Students should be able to identify the qualities of good citizens from historical examples like George Washington, Abraham Lincoln, and Martin Luther King, Jr. It is not essential for students to know other aspects of good citizenship other than honesty, courage, determination, individual responsibility, and patriotism. Appropriate assessment requires students to identify the qualities of good citizenship; therefore, the primary focus of assessment should be to locate this information in stories, pictures, and by example. However, appropriate assessments should also require students to recall the qualities that make a good citizen; and/or to identify good citizens; and/or to compare the qualities that make a good citizen. Effective May 2008 Indicator K-4.1 1 / 1

Standard K-4: The student will demonstrate an understanding of good citizenship K-4.2 Demonstrate good citizenship in classroom behaviors, including taking personal responsibility, cooperating and respecting others, taking turns and sharing, and working with others to solve problems. (P) Taxonomy Level: C 3 Apply/Procedural Knowledge Previous/future knowledge: Earlier in Kindergarten (K-4.1) students studied citizenship when they identified qualities of good citizenship, including honesty, courage, determination, individual responsibility, and patriotism. This concept is now applied to their own classroom. This is the only introduction to this concept. It is essential for students to know classroom behaviors that demonstrate good citizenship. Students should be able to demonstrate cooperation, taking turns, sharing, working with others (team work) and taking personal responsibility. It is also essential for students to understand the importance of these behaviors for a well-run classroom. It is not essential for students to know how these roles transfer over into the work place and roles they may have as adults. Appropriate assessment requires students to demonstrate good citizenship in classroom behaviors; therefore the primary focus of assessment should be to show these behaviors through actions and role playing, cooperation, taking turns, sharing, working with others (team work) and taking personal responsibility. Effective May 2008 Indicator K-4.2 1 / 1

Standard K-5: The student will demonstrate an understanding of his or her surroundings. K-5.1 Identify the location of school, home, neighborhood, community, city/town, and state on a map. (G) Taxonomy Level: A 1 Remember /Factual Knowledge Previous/future knowledge: This is the students first experience with locating places on a map. They will further this skill in first grade (1-2.1) when they identify a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions. In second grade (2-2.1) students will learn to locate on a map the places and features of the local community, including the geographic features (e.g., parks, water features) and the urban, suburban, and rural areas They will expand this to the state in the third grade (3-1.1, 3-1.2) when they identify on a map the location and characteristics of significant physical features of South Carolina such as major cities; and climate regions, along with interpreting thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. In fourth grade (4-1.3) students will use a map to identify the routes of various sea and land expeditions to the New World and match these to the territories claimed by different nations. Students will enhance this knowledge in fifth grade (5-6.1) when they use a map to identify the regions of United States political involvement since the fall of the communist states, including places in the Middle East, Central America, the Caribbean, Africa, the Balkans in Europe, and Asia. It is essential for students to know basic map symbols for locations such as cities, schools, highways, streets, etc. Students need to be able to identify their school, neighborhood and home on a map. It is not essential for students to identify locations beyond the students immediate neighbor or community. Students do not need to be able to locate cities or states other than their own on a map. Appropriate assessment requires students to identify the location of school, home, neighborhood, community, city/town, and state on a map; therefore, the primary focus of assessment should be to locate this information on a map. However, appropriate assessments should also require students to recall locations and to identify locations on a map. Effective May 2008 Indicator K-5.1 1 / 1

Standard K-5: The student will demonstrate an understanding of his or her surroundings. K-5.2 Provide examples of personal connections to places, including immediate surroundings, home, school, and neighborhood. (G) Taxonomy Level: B 2 Understand/Conceptual Knowledge Previous/future knowledge: This is the students first introduction to the concept of personal connections outside of the family. They will expand this in first grade (1-1.1) when they summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interests, and family changes over time. It is essential for students to know and provide examples of personal items associated with their immediate surroundings such as home, school and their neighborhood. It is essential for students to understand the relationship between their family and their broader surroundings and community. It is not essential for students to know about personal connections beyond the local community level. Students do not need to understand the personal connections people have in a national or global framework. Appropriate assessment requires students to provide examples; therefore, the primary focus of assessment should be to give examples of personal items However, appropriate assessments should also require students to recall personal items found in their immediate surroundings; such as school, home and community; or classify items from these surroundings as personal or non-personal. Effective May 2008 Indicator K-5.2 1 / 1

Standard K-5: The student will demonstrate an understanding of his or her surroundings. K-5.3 Construct a simple map. (G) Taxonomy Level: C 3 Apply / Procedural knowledge Previous/future knowledge: This is the first and only experience students will have at constructing a map. Reference social studies literacy elements, which are the creation and/or use of tools and strategies and the understanding of several over-arching perspectives and principles essential for literacy in the various disciplines of social studies defined literally as the ability to read, write, and understand this subject. In other grade levels students will be asked to use a map or to identify locations or geographic features on a map but will not be asked to construct a map. It is essential for students to know the simple parts of a map including symbols and a key to these symbols. It is not essential for students to use a compass rose or to understand and use cardinal or intermediate directions. Appropriate assessment requires students to construct; therefore, the primary focus of assessment should be to illustrate places on a map or use illustrations to show objects on a map. Appropriate assessments should also require students to recall information about maps and how they are constructed. Effective May 2008 Indicator K-5.3 1 / 1

Standard K-5: The student will demonstrate an understanding of his or her surroundings. K-5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models. (G) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: This is the students first introduction to natural features such as mountains and lakes. They will add to this knowledge in second grade (2-2.2) when they recognize characteristics of the local region, including its geographic features and natural resources and again in third grade (3-1.1) when they identify on a map the location and characteristics of significant physical features of South Carolina, including landforms and river systems. In fourth grade (4-5.1) students will summarize the major expeditions and explorations that played a role in westward expansion including those of Daniel Boone, Lewis and Clark, and Zebulon Pike and compare the geographic features of areas explored. It is essential for students to know and recognize through pictures, literature, and models, natural features such as mountains and bodies of water. It is not essential for students to build their own models of natural features. Students do not need to know locations of specific natural features. Appropriate assessment requires students to recognize natural features of the environment; therefore, the primary focus of assessment should be to recall features of the natural environment like mountains and bodies of water. However, appropriate assessments should also require students to identify natural features through pictures, literature, or models. Effective May 2008 Indicator K-5.4 1 / 1

Standard K-6: The student will demonstrate an understanding of different businesses in the community and the idea of work K-6.1 Classify several community businesses according to the goods and services they provide. (E) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: This is the first time students have learned about goods and services. Students will also learn to summarize methods of obtaining goods and services later in Kindergarten (K-6.2). In first grade (1-6.1) they will explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services to obtain. Also in first grade (1-6.2) students will explain methods for obtaining goods and services, including buying with money and bartering. Students will recognize in second grade (2-5.3) that people s choices about what they buy will determine what goods and services are produced and in fourth grade (4-2.5) students will summarize the introduction and establishment of slavery in the American colonies, including the role of the slave trade; the nature of the Middle Passage; and the types of goods rice, indigo, sugar, tobacco, and rum, for example that were exchanged among the West Indies, Europe, and the Americas. It is essential for students to know examples of business services in their communities and classify these businesses by the goods and services they provide. Students, therefore, must understand the difference between goods and services before they make this distinction. Some examples of local businesses might be; grocery stores, restaurants, beauty salons, barber shops, spas, doctors, dentists, and others. It is not essential for students to know how or where goods and services are actually produced. Students do not need to know the factors that impact the supply and demand for goods and services. As well, it is not essential for students to understand examples of goods and services at a national or international level. Appropriate assessment requires students to classify businesses by the goods and services they sell; therefore the primary focus of assessment should be to determine the type of business based on a description of the goods and services; however, appropriate assessments should also require students to recognize businesses by goods and services or illustrate goods and services using pictures or words. Effective May 2008 Indicator K-6.1 1 / 1

Standard K-6: The student will demonstrate an understanding of different businesses in The community and the idea of work. K-6.2 Summarize methods of obtaining goods and services. (E) Taxonomy Level: B 2 Understand /Conceptual Knowledge Previous/future knowledge: In previous indicators (K-6.1) students learned to classify several community businesses according to the goods and services they provide. They will expand this knowledge in first grade (1-6.1) as they explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services to obtain and to further explain methods for obtaining goods and services, including buying with money and bartering (1-6.2). In second grade (2-5.3) students will recognize that people s choices about what they buy will determine what goods and services are produced. Students enhance this knowledge in fourth grade (4-2.5) where they will summarize the introduction and establishment of slavery in the American colonies, including the role of the slave trade; the nature of the Middle Passage; and the types of goods rice, indigo, sugar, tobacco, and rum, for example that were exchanged among the West Indies, Europe, and the Americas. It is essential for students to know types of goods and services in their communities. Students should distinguish between goods and services provided for sale in local neighborhoods. Students should understand that when people buy goods and services, businesses can provide jobs for members of the community. Students should summarize different sources of businesses, jobs and income in their local community. Students should also understand the importance of money in buying goods and services. It is not essential for students to know examples of goods and services beyond the local community level. Students do not need to understand the process of producing goods or services. They also do not need to know examples of goods or services that enter into international trade. Students do not need to know the primary functions of money other than as a means of exchange. Appropriate assessment requires students to summarize methods of obtaining goods and services; therefore, the primary focus of assessment should be to identify examples of local providers of goods and services. However, appropriate assessments should also require students to identify jobs that may be associated with the production of certain goods and/or services; and exemplify the process of obtaining goods and using words, pictures, or diagrams. Effective May 2008 Indicator K-6.2 1 / 1

Standard K-6: The student will demonstrate an understanding of different businesses in the community and the idea of work. K-6.3 Match descriptions of work to the names of jobs in the school and local community, in the past and present, including jobs related to safety. (E, H) Taxonomy Level: A 2 Understand /Factual Knowledge Previous/future knowledge: This is the first time students have matched descriptions of jobs past and present. In first grade (1-1.2) students will summarize ways in which people are both alike and different from one another in different regions of the United States and the world, including their culture, language, and jobs. In second grade (2-2.3) students will summarize the roles of various workers in the community, including those who hold government jobs. It is essential for students to know examples of jobs related to safety found in schools and the local community, both past and present. Such past and present jobs might include; a school master who is today called a principal. In the present we have the National Guard, while in the past we called them militia. Today we have a mayor and in the past a mayor might have been called a burgomaster. In the past we had a fire brigade and in the present we have firemen. Students need to understand that these jobs, both then and now, provide benefits for the whole community. Students should be able to match past and present job descriptions. It is not essential for students to know the names of individual people in these positions. Students do not need to know about the training or skills required for these jobs. Students do not need to understand that the services provided from many of these jobs are public services and are paid for with taxation. Appropriate assessment requires students to match descriptions of work to the names of jobs in the school and local community, in the past and present, including jobs related to safety; therefore; the primary focus of assessment should be to classify past and present jobs with their names and a simple description; matching the names of jobs to pictures of people engaging in these jobs. people engaging in these jobs.