Kindergarten Social Studies Curriculum and Assessment Alignment 10/8/08 DRAFT

KINDERGARTEN Content Expectation *Assess Focus Question Response to Focus Question

H2 Living and Working Together

Use historical thinking to understand the past. What words and devices do we use to organize We use words like yesterday, today, and tomorrow to K - H2.0.1 Distinguish among yesterday, today, tomorrow. C time? talk about time. K - H2.0.2 Create a timeline using events from their own lives (e.g., birth, crawling, What words and devices do we use to organize We can show how time passes by using devices like a C walking, loss of first tooth, first day of school). time? timeline and calendars.

What words and devices do we use to organize We can put stories about the past in order by using K - H2.0.3 Identify the beginning, middle, and end of historical narratives or stories. C time? words like beginning, middle, and end.

K - H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, We can learn about the past from photos, newspapers, C What can we use to learn about the past? stories, videos). diaries, stories, videos, movies, and more.

G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspective.

K - G1.0.1 Recognize that maps and globes represent places. C What devices do we use to represent places? We use maps and globes to represent places.

K - G1.0.2 Use environmental directions or positional words (up/down, in/out, What words do we use to locate places in the We use up/down, in/out, above/below to locate places in C above/below) to identify significant locations in the classroom. classroom? the classroom.

G2 Places and Regions Understand how regions are created from common physical and human characteristics. We can identify a place by telling where it is located. How can we identify and describe the human K - G2.0.1 Identify and describe places in the immediate environment (e.g., We can describe places by telling what human and C and physical characteristics in the immediate classroom, home, playground). physical characteristics it has and by telling what it is environment? like there. G5 Environment and Society

Understand the effects of human-environment interactions.

People use the environment to provide food and K - G5.0.1 Describe ways people use the environment to meet human needs and How do people use the environment to meet C materials to make shelter and clothing. The environment wants (e.g., food, shelter, clothing). their needs and wants? can also provide recreation. C2 Values and Principles of American Democracy Understand values and principles of American constitutional democracy.

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The flag of the United States is an important symbol What is an important symbol of the United K - C2.0.1 Identify our country’s flag as an important symbol of the United States. C because is shows our history (number of stripes) and it States? shows we are united today (stars).

K - C2.0.2 Explain why people do not have the right to do whatever they want (e.g., Why don't people have the right to do whatever People can't do whatever they want if it harms other C to promote fairness, ensure the common good, maintain safety). they want? people or is against the common good. Groups make fair decisions by respecting others, K - C2.0.3 Describe fair ways for groups to make decisions. C How do groups make fair decisions? working for the common good, and following the majority rule. C5 Role of the Citizen in American Democracy Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

Young people can demonstrate self-discipline and K - C5.0.1 Describe situations in which they demonstrated self-discipline and How can people demonstrate self-discipline and individual responsibility by following the rules, taking individual responsibility (e.g., caring for a pet, completing chores, following school C individual responsibility? turns, completing chores, and working cooperatively in rules, working in a group, taking turns). groups without being reminded. E1 Market Economy Use fundamental principles and concepts of economics to understand economic activity in a market economy. What are some concepts that help us Some ways students have experienced the concept of C understand economic activity in our market economic wants include toys, food, entertainment, and K - E1.0.1 Describe economic wants experienced. economy? clothing. Some examples of ways students have experienced the concept of goods include books, toys, and food. Some What are some concepts that help us K - E1.0.2 Distinguish between goods and services. C examples of ways students have experienced the understand economic activity in our market concept of services include going to the doctor, school, economy? and the movies. What are some concepts that help us Some examples of ways in which students trade include K - E1.0.3 Recognize situations in which people trade. C understand economic activity in our market exchanging game or trading cards, buying food at economy? school or a toy at a store.

P3.1 Identifying and Analyzing Public Issues Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

Social Studies Curriculum and Assessment Alignment 2 Toolkit Resource: This document has been created as an alignment and planning resource. v. 8.08 Kindergarten Social Studies Curriculum and Assessment Alignment 10/8/08 DRAFT

K - P3.1.1 Identify classroom issues. What are some of the things we need to do to C One step is to first identify a problem. resolve classroom issues?

K - P3.1.2 Use simple graphs to explain information about a classroom issue. What are some of the things we need to do to Another step is to understand the data about the C resolve classroom issues? problem.

K - P3.1.3 Compare their viewpoint about a classroom issue with the viewpoint of What are some of the things we need to do to It is also important to compare your viewpoint with the C another person. resolve classroom issues? viewpoint of others.

P3.3 Persuasive Communication About a Public Issue

Communicate a reasoned position on a public issue.

Some ways to let others know what you think about a K - P3.3.1 Express a position on a classroom issue. How do you let others know what you think C classroom issue include talking to others, drawing, about a classroom issue? acting-out your viewpoint, writing and voting. P4.2 Citizen Involvement

Act constructively to further the public good.

K - P4.2.1 Develop and implement an action plan to address or inform others about How can you act constructively to further the One way to act constructively to further the public good C a public issue. public good? is to develop a plan to inform others about the problem.

K - P4.2.2 Participate in projects to help or inform others. How can you act constructively to further the One way to further the public good is to participate in C public good? projects that help or inform others.

*C = Assessed at classroom and district levels; necessary foundation for success on the 6th Grade MEAP. S = Assessed at classroom, district, and state levels; may be assessed on MEAP.

Social Studies Curriculum and Assessment Alignment 3 Toolkit Resource: This document has been created as an alignment and planning resource. v. 8.08