Uinta County School District #1

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Social Studies Curriculum K-5 » Social Studies Kindergarten Curriculum

Social Studies Kindergarten Curriculum

Content Area

Social Studies

Grade Level

Kindergarten

Course Name/Course Code

Kindergarten Social Studies

Standard

Unit Outcome

Grade Level Expectations (GLE)

Production, Distribution & Consumption


Students will differentiate between wants and the five basic needs.

SS.K.1 Students will differentiate between wants and the five basic needs and explain basic safety rules.




  • SS.K.1.1   Identify the things you need to survive

  • SS.K.1.2   Identify things you want to have

  • SS.K.1.3   Differentiate between wants and needs

  • SS.K.1.4   Explain basic fire safety rules

  • SS.K.1.5   Tell the rules for being safe around strangers

People, Places & Environment


Students will tell the importance of classroom, school and family rules

SS.K.2 Students will tell the importance of classroom, school and family rules and compare family rules.



  • SS.K.2.1   Tell the importance of classroom rules

  • SS.K.2.2   Tell the importance of school rules

  • SS.K.2.3   Tell the importance of family rules

Culture & Cultural Diversity


Students will tell about a family tradition

SS.K.3 Students will illustrate and explain a family tradition and compare family traditions to classroom traditions.

  • SS.K.3.1     Explain the meaning of a tradition

  • SS.K.3.2    Illustrate and explain a family tradition

  • SS.K.3.3    Compare family traditions to classroom traditions

Citizenship, Government & Democracy


Students will identify U.S. symbols

SS.K.4 Students will identify and illustrate the U.S. Flag as a symbol of America. Students will distinguish the American Flag from other flags and state the connection between the Pledge of Allegiance and the U.S. Flag.



  • SS.K.4.1    State that the Pledge of Allegiance is connected to the U.S. Flag

  • SS.K.4.2 Identify and distinguish the American Flag from other countries’ flags

  • SS.K.4.3    Illustrate the U.S. Flag

  • SS.K.4.4    Recite the Pledge of Allegiance while employing proper Flag etiquette

     

Unit Titles

Length of Unit/Contact Hours

Unit Number/Sequence

Why are rules important in our lives?

Quarter 1

1

Traditions

Quarter 2

2

Basic Needs & Safety Rules

Quarter 3

3

U.S. Flag

Quarter 4

4

     

Unit Title

Why are rules important in our lives?

Length of Unit

Quarter 1

Focusing Lens(es)

  • Following Rules

  • Responsibility

Standards and Grade Level Expectations Addressed in this Unit

  • SS.K.1.1   Tell the importance of classroom rules

  • SS.K.1.2   Tell the importance of school rules

  • SS.K.1.3   Tell the importance of family rules

Inquiry Questions (Engaging- Debatable):

Why do we have rules? (home, class, school) SS.K.1-3

What would it be like if we didn’t have rules? SS.K.1-3

What is a responsible citizen? SS.K.1-3

How do you problem solve in a group? SS.K.1-3

Unit Strands

Citizenship, Culture, Social Organization

Concepts

Class rules, authority citizenship courtesy, fairness, honesty


Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

Understanding and following rules create secure and stable communities. (SS.K.1.1-3)

What are the classroom rules? (SS.K.1.1)

What are the school rules? (SS.K.1.2)

What are your family rules? (SS.K.1.3)

Who wrote our class rules? (SS.K.1.1)

Why are rules important? Who should be involved in writing the rules?

(SS.K.1.1-3)

Responsible citizenship entails civic participation and builds strong communities. (SS.K.1.1-3)

What does it look like and sound like when we are following the rules? (SS.K.1.1-3)

How can you show that you are a responsible citizen?

(SS.K.1.1-3)

Responsible citizens participate in democratic decision-making. (SS.K.1.1-3)

What  are some different ways we make decisions in our classroom? How is voting a form of decision making?

(SS.K.1.1)

How can people in a community work together to fairly solve a problem?

(SS.K.1.1-3)

Responsible citizens recognize how rules differ from one environment to another. (SS.K.1.1-3)

What are the similarities and differences between class/school and community rules? (SS.K.1-3)

Why do rules change from place to place? (SS.K.1.1-3)

Citizens who make responsible choices are better able to differentiate between wants and needs. (SS.K.1.1-3)

What needs help us understand how to act responsibly in our classroom? (SS.K.1.1)

How can confusion around wants and needs lead to conflict?  SS.K.1.1-3

Limited resources require sharing. (SS.K.1.1)

There is only one___in our class, but two students want to use it. How can they handle the problem fairly?

SS.K.1.1

How are resources  distributed fairly within a classroom community?  

SS.K.1.1



Critical Content:

My students will Know

Key Skills:

My students will be able to (Do)

  • (Our) school and (our) class rules (SS K.1.1)

  • Characteristics of an active and helpful member of (our) school and classroom (SS.K 1.1).

  • The attributes of a cooperative learner in (our) classroom (SS.K.1.-3)

  • Recognize similarities between class/school rules and community rules (SS.K.1.1-3)

  • Identify the limited resources in (our) classroom (SSK.1.1)

  • Explain and promote fairness and problem solving (SS.K.1.1-3)

  • Contribute to making and maintaining a community (SS.K.1.1-3)

  • Demonstrate positive citizenship skills such as courtesy, honesty, and fairness (SS.K.1.1-3)

  • Work productively in both independent and cooperative learning situations.  (SS.K.1.1-3)

  • Reason and work through situations with peers in order to share resources. (SS.K.1.1-3)


Critical Language…

Academic Vocabulary:

Rules, fairness,  materials, fair, honesty, sharing, be safe, be responsible, be respectful, consequences, choice

Technical Vocabulary:

Community, citizenship, democracy, civic participation, voting, cooperative, work productivity, conflict resolution, resources,

Resources:

Classroom rules, Mentor texts--following rules, Community supplies (Brainpop Jr.-Subscription $160/yr)

Where Taught and When

 










Unit Title

Traditions

Length of Unit

Quarter 2

Focusing Lens(es)

Diversity and Culture

Standards and Grade Level Expectations Addressed in this Unit

  • SS.K.2.1     Explain the meaning of a tradition

  • SS.K.2.2    Illustrate and explain a family tradition

  • SS.K.2.3    Compare family traditions to classroom traditions

Inquiry Questions (Engaging- Debatable):

How do people celebrate important events?(Family, Class, School) (SS.K.2.1-3)

Why do people have traditions?  (SS.K.2.1-3)

Unit Strands

Customs and Traditions, Culture

Concepts

Traditions, Community, Comparison, Diversity, Culture


Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

Traditions can be found in many different places and carry different meanings.  (SS.K.2.1-3)

What is a tradition? (SS.K.2.1)

What is a family tradition? (SS.K.2.2)

What are some classroom traditions? (SS.K.2.3)

Why are traditions important? (SS.K.2.1-3)

Why do we have traditions?  (SS.K.2.1-3)

Traditions vary in different settings and students can compare similarities and differences between them.

(SS.K.2.1-3)

What is a tradition from your family that is the same as or different from a classmates’? (SS.K.2.3)

What is a tradition at school that is the same as or different from a tradition at home? (SS.K.2.3)

How are traditions different? (SS.K.2.1-3)

How are traditions the same/different in different settings? (SS.K.2.2-3)

     


Critical Content:

My students will Know

Key Skills:

My students will be able to (Do)

  • Recognize attributes of  traditions (SS.K.2.1-3)

  • Recognize similarities/differences between family/class traditions.

(SS.K.2.3)

  • Tell what a tradition is.  (SS.K.2.1)

  • Give an example of a family tradition and a classroom tradition. (SS.K.2.2-3)


Critical Language…

Academic Vocabulary:

Community, Holiday, Celebration, Compare, routines, tolerance, unique, appreciation

Technical Vocabulary:

Culture, Tradition, Custom

Resources:

Mentor Text, Family Artifacts, Classroom Traditions, Student contributions (Brainpop Jr.-Subscription $160/yr)

Where Taught and When

 



























Unit Title

Basic Needs & Safety Rules (Can teach Safety Sections during October when it is applicable during Halloween and Fire Safety Month.)

Length of Unit

Quarter 3

Focusing Lens(es)

  • Needs and Wants

  • Safety

Standards and Grade Level Expectations Addressed in this Unit

  • SS.K.3.1   Identify the things you need to survive

  • SS.K.3.2   Identify things you want to have

  • SS.K.3.3   Differentiate between wants and needs

  • SS.K.3.4   Explain basic fire safety rules

  • SS.K.3.5   Tell the rules for being safe around strangers

Inquiry Questions (Engaging- Debatable):

How do wants and needs impact the choices you make? (SS.K.3.1-3)

How can we be safe? (Home, school, community). (SS.K.3.4-5)

Unit Strands

Economics, Culture

Concepts

Survival, Needs and Wants, Safety, Priorities, Rules


Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

In order to survive, there are basic needs that must be met which are identified differently from wants. (SS.K.3.-13)

What things do you need to survive? (SS.K.3.1)

What makes something a “need”? (SS.K.3.2)

How do you know if something is a need or a want? (SS.K.3.1-3)

How do you get something you need or want?

(SS.K.3.K.1-3)  

Responsible citizens know the basic rules for fire safety.

(SS.K.3.4-5)

What are the basic fire safety rules? (SS.K.3.4)

Why is it important to know about fire safety? (SS.K.3.4)

How can you be safe when there is a fire?

Responsible citizens know the basic rules for stranger safety. (SS.K.3.5)

What are the rules for being safe around strangers?

(SS.K.3.5)

Why is it important to know how to be safe around strangers? (SS.K.3.5)



Critical Content:

My students will Know

Key Skills:

My students will be able to (Do)

  • Our survival depends on specific needs. (SS.K.3.1-3)

  • Recognize the characteristics between needs and wants. (SS.K.3.3)

  • Identify  the rules and procedures are for basic fire safety. (SS.K.3.4)

  • Identify the rules for stranger safety. (SS.K.3.5)

  • Distinguish between needs and wants. (SS.K.3.3)

  • Name the basic survival needs. (SS.K.3.1)

  • Explain/demonstrate the basic rules for fire safety. (SS.K.3.4)

  • Tell the rules for stranger safety. (SS.K.3.5)


Critical Language…

Academic Vocabulary:

Needs, Wants, Safety Rules, protocol, respect

Technical Vocabulary:

Shelter, Air, Water, Food, Safety, Stop Drop and Roll, Evacuate, Emergency Plan, Fire Drill, Smoke Detector, Extinguisher, Stranger,

Resources:

Mentor Texts, (Brainpop Jr.-Subscription $160/yr), Guest community fire fighter/police officer?

**Contact the depot (operation lifesaver), police department, city for guest speakers and field trips--

Where Taught and When

 

Unit Title

U.S. Flag

Length of Unit

Quarter 4

Focusing Lens(es)

Citizenship

Standards and Grade Level Expectations Addressed in this Unit

  • SS.K.4.1    State that the Pledge of Allegiance is connected to the U.S. Flag

  • SS.K.4.2    Identify and distinguish the American Flag from other countries’ flags

  • SS.K.4.3    Illustrate the U.S. Flag

  • SS.K.4.4    Recite the Pledge of Allegiance while employing proper Flag etiquette

Inquiry Questions (Engaging- Debatable):

Why does the United States have a Flag? (SS.K.4.1-4)

Why do citizens pledge allegiance to the Flag? (SS.K.4.1,4)

Unit Strands

Democracy, Citizenship, Politics and Government

Concepts

Citizenship, Respect, Patriotism, U.S. Symbols


Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

Responsible citizens show respect for our country’s flag.

(SS.K.4.3,4)

What does the U.S. Flag represent?

(SS.K.4.1-4)

Why is the U.S. Flag important? (SS.K.4.1,4)

How is the U.S. Flag different from other countries’ flags?

(SS.K.4.2)

Citizens who understand the Pledge of Allegiance demonstrate more respect for their country. (SS.K.4.1,4)

What does the Pledge of Allegiance mean?

(SS.K.4.1-4)

Why is the Pledge of Allegiance important? (SS.K.4.1,4)

How do people show respect for our country? (SS.K.4.1,4)

     


Critical Content:

My students will Know

Key Skills:

My students will be able to (Do)

  • The significance of the  U.S. Flag (SS.K.4.1-4)

  • The Pledge of Allegiance (SS.K.4.1,4)

  • SS.K.4.1   Recite the Pledge of Allegiance while employing Flag etiquette

  • SS.K.4.2   Explain how the Pledge of Allegiance is connected to the U.S. Flag

  • SS.K.4.2  Identify the American Flag and how it is different from other countries’ flags.

  • SS.K.4.2   Illustrate the U.S. Flag


Critical Language…

Academic Vocabulary:

 Symbol, Flag

Technical Vocabulary:

Allegiance, Etiquette, Pledge, Nation, America, Republic, Indivisible, Liberty, Justice, The United States, patriotic

Resources:

Mentor Texts, Written Pledge of Allegiance (Poster, book, etc.),

Where Taught and When

 


Lesson Sequencing/Resources