WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE KINDERGARTEN

 

Unit Title: Map Skills

 

Standard: 10: Physical Systems,

11: Human Systems,

12: Human and Environmental Interaction
 

Estimated Number of Days to Complete Unit: Three to Four Weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

A globe is a sphere that represents the attributes of the earth.

2.

A map is a special drawing of a particular location.

3.

The earth is made up of land and water.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Color and label land and water on a map.

 

 

ESSENTIAL QUESTIONS

 

1.

What is a globe?

2.

What is a map?

3.

How can you tell the difference between land and water on a map?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify a globe.

2.

Identify a map.

3.

Point to water and land areas on a map.

 

 

SUGGESTED RESOURCES

 

1.

Map

2.

Globe

3.

www.sfsocialstudies.com

4.

www.nationalgeographic.com/kids

5.

Mapping Penny’s World by Loreen Leedy

6.

National Geographic Our World:AChild’s First Picture Atlas National Geographic Society

7.

Me on the Map by Joan Sweeney

 

 

 

Unit Title:  Communities

 

Standard: 5: United States Constitution and Government,

6: Rights and Responsibilities of Citizens,

7: Political Systems,

14: Economic Systems,

15: Economic Interdependence
 

Estimated Number of Days to Complete Unit: Two to Three Weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULT

 

The student will understand that:

1.

A community is a place where people live, work, play and help each other.

2.

Classrooms are part of the school community.

3.

People in communities provide services for the community.

4.

Rules are necessary for communities to function cooperatively.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Pick a specific community helper and tell what he/she does.

2.

Create community helper vehicles and explain why they are helpful to the worker.

 

 

ESSENTIAL QUESTIONS

 

1.

What is a community?

2.

How is their classroom a part of a community?

3.

What are different jobs in the community to help to keep it safe?

4.

What are rules and why are they important?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify what a community is.

2.

Understand the role of various community workers.

 

 

SUGGESTED RESOURCES

 

1.

Town workers

2.

Field Trips

3.

Community Helpers from A to Z by Bobbie Kalman, Niki Walker

4.      

Town Mouse, Country Mouse by Jan Brett

5.

Officer Brown Keeps Neighborhoods Safe by Alice K. Flanagan

6.

www.sfsocialstudies.com

7.

www.Hud.gov/kids

8.

Moo in the Morning by Kulman

9.

Old MacDonald in the City by Suzanne Williams

10.

Busy Busy City Streets by Meisker

11.

Castles Caves and Honeycombs by Lauren Stringer

12.

Alphabet City by Stephen Johnson

 

 

 

Unit Title: Families

 

Standard: 1:  Historical Thinking, 

2:  Local, United States and World History,

3: Historical Themes

 

Estimated Number of Days to Complete Unit: Two to Three Weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Families can be defined in many different ways.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Students will complete a picture of family and display on bulletin board.

2.

Students will complete an “All About My Family Book.”

 

 

ESSENTIAL QUESTIONS

 

1.

What are the characteristics that define families?

2.

What makes your families unique?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Explain that people live in groups called families.

2.

Identify that families have different structures.

 

 

SUGGESTED RESOURCES

 

1.

Me I  Am by Jack Prelutsky

2.

I  Like Me by  Nancy Carlson

3.

Just Me and My Dad by Mercer Mayer

4.

Homes Around the World by Bobbie Kalman

5.

www.kidshealth.org/kid/feeling

 

 

 

Unit Title:  Holidays and Famous Americans

 

Standard: 1: Historical Thinking,  

2:  Local, United States and World History,

3:  Historical Themes
 

Estimated Number of Days to Complete Unit:  Two to Three Weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Our country has symbols that represent our patriotism.

2.

Our country has a leader called the president.

3.

In our country, the United States, we celebrate many patriotic holidays that honor famous Americans.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Students will name the current president of the United States.

2.

Students will draw a picture and write a sentence about one patriotic holiday.

 

 

ESSENTIAL QUESTIONS

 

1.

Who is the president of the United States?

2.

What is one patriotic holiday that we celebrate?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify the flag as a symbol that represents our patriotism.

2.

Identify the current president of the United States.

3.

Name one patriotic holiday.

 

 

SUGGESTED RESOURCES

 

1.

Time Magazines for Kids

2.

Arthur Meets the President by Marc Brown

3.

If You Sailed on the Mayflower by Ann Mc Govern

4.

Molly’s Pilgrim by Barbara Cohen

5.

How Many Days to America? by Eve Bunting

6.

The Story of the White House by Kate Waters                                                                                 

7.

Uncle Sam & Old Glory:  Symbols of America by Delno C. West