Social Studies Kindergarten Curriculum
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Content Area |
Social Studies |
Grade Level |
Kindergarten |
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Course Name/Course Code |
Kindergarten Social Studies |
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Standard |
Unit Outcome |
Grade Level Expectations (GLE) |
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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. |
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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. |
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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. |
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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. |
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Unit Titles |
Length of Unit/Contact Hours |
Unit Number/Sequence |
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Why are rules important in our lives? |
Quarter 1 |
1 |
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Traditions |
Quarter 2 |
2 |
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Basic Needs & Safety Rules |
Quarter 3 |
3 |
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U.S. Flag |
Quarter 4 |
4 |
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Unit Title |
Why are rules important in our lives? |
Length of Unit |
Quarter 1 |
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Focusing Lens(es) |
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Standards and Grade Level Expectations Addressed in this Unit |
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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 |
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Unit Strands |
Citizenship, Culture, Social Organization |
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Concepts |
Class rules, authority citizenship courtesy, fairness, honesty |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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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) |
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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) |
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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) |
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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) |
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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 |
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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 |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Rules, fairness, materials, fair, honesty, sharing, be safe, be responsible, be respectful, consequences, choice |
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Technical Vocabulary: |
Community, citizenship, democracy, civic participation, voting, cooperative, work productivity, conflict resolution, resources, |
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Resources: |
Classroom rules, Mentor texts--following rules, Community supplies (Brainpop Jr.-Subscription $160/yr) |
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Where Taught and When |
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Unit Title |
Traditions |
Length of Unit |
Quarter 2 |
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Focusing Lens(es) |
Diversity and Culture |
Standards and Grade Level Expectations Addressed in this Unit |
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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) |
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Unit Strands |
Customs and Traditions, Culture |
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Concepts |
Traditions, Community, Comparison, Diversity, Culture |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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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) |
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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) |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
(SS.K.2.3) |
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Critical Language… |
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Academic Vocabulary: |
Community, Holiday, Celebration, Compare, routines, tolerance, unique, appreciation |
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Technical Vocabulary: |
Culture, Tradition, Custom |
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Resources: |
Mentor Text, Family Artifacts, Classroom Traditions, Student contributions (Brainpop Jr.-Subscription $160/yr) |
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Where Taught and When |
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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 |
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Focusing Lens(es) |
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Standards and Grade Level Expectations Addressed in this Unit |
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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) |
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Unit Strands |
Economics, Culture |
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Concepts |
Survival, Needs and Wants, Safety, Priorities, Rules |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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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) |
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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? |
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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) |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Needs, Wants, Safety Rules, protocol, respect |
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Technical Vocabulary: |
Shelter, Air, Water, Food, Safety, Stop Drop and Roll, Evacuate, Emergency Plan, Fire Drill, Smoke Detector, Extinguisher, Stranger, |
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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-- |
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Where Taught and When |
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Unit Title |
U.S. Flag |
Length of Unit |
Quarter 4 |
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Focusing Lens(es) |
Citizenship |
Standards and Grade Level Expectations Addressed in this Unit |
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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) |
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Unit Strands |
Democracy, Citizenship, Politics and Government |
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Concepts |
Citizenship, Respect, Patriotism, U.S. Symbols |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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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) |
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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) |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Symbol, Flag |
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Technical Vocabulary: |
Allegiance, Etiquette, Pledge, Nation, America, Republic, Indivisible, Liberty, Justice, The United States, patriotic |
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Resources: |
Mentor Texts, Written Pledge of Allegiance (Poster, book, etc.), |
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Where Taught and When |
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