Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Quiz
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Roundtables
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
About
Staff
Partners
Technical Working Group
Research Advisors
Teacher Representatives
Privacy
Quiz Rules
Blog
Outreach
Teaching History.org logo and contact info

Connecticut: Kindergarten Standards

Content Suggestion:

The individual and his/her environment; include more opportunities related to the broader community. Continue to use opportunities from the lives of children and significant others to explore the wider world.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world. Students will be able to demonstrate an understanding of:

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Recognize events that reoccur and the frequency of reoccurrence.
  • 2. Compare past and present experiences (e.g. explain what was different when parents were little or what they were like as babies).
Correlations

Civic Literacy
Critical Thinking and Problem Solving
Creativity and Innovation Skills
Communication Skills NCSS 2 “Time, Continuity, and Change”
I&TL: 3

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 3. Recognize events that reoccur and the frequency of reoccurrence.
  • 4. Locate yesterday, today and tomorrow on a calendar to sequence events
  • 5. Use terms such as before and after to compare events.
Correlations

Civic Literacy
Critical Thinking and Problem Solving
Contextual Learning Skills
NCSS 2 “Time, Continuity, and Change

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 6. Examine similarities and differences between one’s own culture and other cultures to which students are exposed through personal experience or media.
Correlations

Global Awareness
Critical Thinking and Problem Solving
Information and Media Literacy
Creativity and Innovation Skills
Communication Skills
NCSS 1 “Culture”
I&TL: 2, 3, 5, 6

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

  • 7. Explain the geographical relationships of familiar places in one’s own community (e.g. home to school, home to store).
  • 8. Identify and explain the significance of important locations in one’s neighborhood.
Correlations

Global Awareness
Critical Thinking and Problem Solving
Contextual Learning Skills
Creativity and Innovation Skills
Communication Skills
NCSS 3 “People, Places, and Environments”
I&TL: 3

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

  • 9. Discuss how people’s actions affect the environment (e.g. why we recycle or conserve energy).
Correlations

Global Awareness
Critical Thinking and Problem Solving
Creativity and Innovation Skills
Communication Skills
I&TL: 3, 6
NCSS 3 “People, Places, and Environments”

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

  • 10. Describe types of transportation and related geographical features (e.g. boats go in the water, cars have wheels to drive on land).
  • 11. Explain how one travels to and from school and other places in the community.
Correlations

Global Awareness
Critical Thinking and Problem Solving
Contextual Learning Skills
NCSS 3 “People, Places, and Environments”
I&TL: 3

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

  • 12. State basic classroom, school, family and community rules/laws.
  • 13. Explain the reason for rules related to basic safety and fairness.
Correlations

Civic Literacy
Critical Thinking and Problem Solving
Communication Skills
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

  • 14. Work collaboratively to develop classroom rules.
Correlations

Civic Literacy
Critical Thinking and Problem Solving
Collaboration Skills
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

  • 15. Participate in leadership roles within classroom.
  • 16. Give basic reasons for the functions of classroom leaders (e.g. line leader, messenger).
  • 17. Discuss responsibilities students have to classmates and school community.
Correlations

Critical Thinking and Problem Solving
Civic Literacy
Collaboration Skills
Communication Skills
Creativity and Innovation Skills
NCSS 10 “Civic Ideals and Practices”
I&TL: 3, 6

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

  • 18. Problem-solve when materials are limited with teacher support as needed.
Correlations

Financial Literacy
Critical Thinking and Problem Solving
Creativity and Innovation Skills
NCSS 7 “Production, Distribution, and Consumption”
I&TL: 3

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

  • 19. Identify and role-play diverse jobs.
  • 20. Describe basic functions of key community roles (e.g. police officer, mail carrier, farmer, merchant).
Correlations

Financial Literacy
Critical Thinking and Problem Solving
Creativity and Innovation Skills
NCSS 5 “Individuals, Groups, and Institutions”
NCSS 7 “Production, Distribution, and Consumption”
I&TL: 3

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

  • 21. Understand that money is represented by different forms (coins, currency, credit cards, checks).
Correlations

Critical Thinking and Problem Solving
Financial Literacy Global Awareness
NCSS 7 “Production, Distribution, and Consumption”
NCSS 10 “Global Connections” I&TL: 3

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

  • 22. Identify cultural characteristics of self and family (e.g. food, language, religion, traditions).
Correlations

Global Awareness
Social and Cross-Cultural Awareness
Critical Thinking and Problem Solving
Creativity and Innovation Skills
NCSS 1 “Culture”
I&TL: 3

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 1. Find a relevant source of information related to a specific topic (e.g. book about a particular location).
  • 2. Actively engage in group social studies reading activities with purpose and understanding.
Correlations

RIK- 10
WK- 7, 8
ICT Literacy
Information and Media Literacy
I&TL: 1 ,2, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 3. Share and interpret information gathered from senses, print or media sources in a variety of ways (e.g. retell a story, create a simple graph, draw a picture or write to represent an experience).
Correlations

WK- 2, 6
ICT Literacy
Information and Media Literacy
I&TL: 2, 3, 4, 5, 6, 7

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

  • 4. Draw and write in journals to reflect on one’s own histories.
Correlations

WK- 3
Information and Media Literacy
Creativity and Innovation Skills
Communication Skills
I&TL: 4, 5, 6

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

  • 5. Share personal past and future events or experiences through group discussions and dramatization.
Correlations

SLK- 4, 5, 6
Civic Literacy
Communication Skills
Collaboration Skills
I&TL: 3

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

  • 6. Represent geographic or community locations, including relevant details, using classroom materials.
Correlations

IICT Literacy
Information and Media Literacy
Creativity and Innovation Skills
I&TL: 4, 5, 6, 7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

  • 1. Predict how another person might feel given a simple scenario.
Correlations

Civic Literacy
Information and Media Literacy
Creativity and Innovation Skills
I&TL: 3

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

  • 2. Describe similarities and differences of their own feelings compared with others.
Correlations

Civic Literacy
Critical Thinking and Problem Solving

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

  • 3. Solve conflicts and classroom issues using appropriate strategies.
Correlations

Civic Literacy
Global Awareness
Creativity and Innovation
Critical Thinking and Problem Solving
I&TL: 3

 
Content