DC: Kindergarten Standards

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(Note: In 2011, DC public schools began transitioning to the Common Core State Standards.)

  • Geography

    • K.1. Broad Concept: Students demonstrate an understanding of the concept of location.

      Students:

      1. Identify words and phrases that indicate location and direction (e.g., up, down, near, far, left, right, straight, back, behind, and in front of ). (G)
      2. Demonstrate familiarity with what a map is and what a globe is. (G)
      3. Identify the student’s street address, city, and the United States as the country in which he or she lives. (G)
      4. Identify the name of the student’s school and the ward in which it is located. (G)
      5. Identify the location and features of places in the immediate neighborhood of the student’s home or school. (G)

      Examples

      • In small groups, students locate landmasses and bodies of water on a map. Students locate the same information on a globe. Students brainstorm the differences and similarities between maps and globes (K.1.2).
      • On a simple map of the block on which the school is located, students take a “field trip” to note prominent features around the school (e.g., buildings, playground, parking lot, surrounding streets). With assistance from the teacher, students create a map on butcher paper with blocks to represent buildings, toy cars in the parking lot, and other common items. After building a three-dimensional map, students draw and label one of their own based on it (K.1.5).

  • Historical Thinking

    • K.2. Broad Concept: Students describe the way people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, having fun). (S)

      Examples

      • Students view artwork and artifacts from times within the past century. Students then draw a series of pictures depicting three aspects of past life (e.g., chores/responsibilities, housing, food, transportation, or family) that tell the story of a child growing up in earlier times. Students compile the pictures into a class book (K.2).
    • K.3. Broad Concept: Students place familiar events in order of occurrence.

      Students:

      1. Identify days of the week and months of the year.
      2. Locate events on a calendar, including birthdays, holidays, cultural events, and school events.

      Examples

      • Students create a class calendar, highlighting events and holidays that hold significance for them (K.3.2).

  • Civic Values

    • K.4. Broad Concept: Students identify and describe the events or people celebrated during U.S. national holidays and why Americans celebrate them (e.g., DC Emancipation Day, Columbus Day, Independence Day, Martin Luther King Jr. Day, Presidents’ Day, Thanksgiving Day, and Flag Day). (P)

      Examples:

      • After listening to Martin’s Big Words: The Life of Dr. Martin Luther King, Jr., by Doreen Rappaport, students discuss why Dr. King championed civil rights. Students draw pictures of an important event from Dr. King’s life, and together they generate sentences about him. They create a class book from their work (K.4).
      • Students listen to George Washington’s Breakfast, by Jean Fritz, and Just Like Abraham Lincoln, by Bernard Waber—books that tell the story of the president as it relates to a modern day child. As a class, they collect photographs of Presidents Washington and Lincoln, including those that appear on the nickel, quarter, and one and five dollar bills. Students brainstorm facts about each president while the teacher lists those specifics under each photograph (K.4).
      • Students listen to Sarah Morton’s Day, by Kate Waters, and The Pilgrim’s First Thanksgiving, by Ann McGovern. Students then make a Venn diagram to compare life then to life today (K.4).
    • K.5. Broad Concept: Students identify important American symbols such as the American flag and its colors and shapes, the bald eagle, the Statue of Liberty, and the words of the Pledge of Allegiance. (P)

      Examples:

      • After reviewing pictures on a Web site or in an encyclopedia of U.S. flags over the course of U.S. history, students compare the original thirteen-star Betsy Ross flag to today’s flag, pointing out that the stars represent the current states, while the stripes represent the original colonies. They discuss how the number of stars has grown as states have been added to the Union (www.usflag.org/history/historicflags.html) (K.5).
      • Students listen to The Statue of Liberty, by Lucille Recht Penner and Jada Rowland. They talk about the importance of individual freedom in the United States and brainstorm ways in which we are free. They create a class poem based on these freedoms. Each student contributes one line beginning “We are free to ...” (K.5).
    • K.6. Broad Concept: Students retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious exercise of authority, and they explain how the stories show these qualities.

      Students:

      1. Distinguish between fictional characters and real people in the school, the community, the nation, or internationally who are or were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, or courageousness). (P, S)
      2. Identify family or community members who promote the welfare and safety of children and adults. (P, S)

      Examples

      • With the help of the school librarian, students create a display of books, newspaper clippings, and pictures on heroes and people who made (or make) a difference in people’s lives (e.g., presidents, civil rights advocates, local activists). Students discuss what makes a hero, clarifying that there are many different ways to be heroic (K.6.1).
      • Students bring in a photograph (or make a drawing) of a person who has made a difference in their own lives. As a class, each student presents his or her pictures and the reasons for their selections to their parents or another class. When appropriate, students come to school dressed as their hero (K.6.2).

  • Personal and Family Economics

    • K.7. Broad Concept: Students describe the way families produce, consume, and exchange goods and services in their community.

      Students:

      1. Understand different kinds of jobs that people do, including the work they do at home. (E)
      2. Tell why people work. (E)
      3. Identify what people buy with the money they earn. (E)
      4. Understand how family members, friends, or acquaintances use money directly or indirectly (e.g., credit card or check) to buy things they want. (E)
      5. Identify words that relate to work (e.g., jobs, money, buying, and selling). (E)

      Examples

      • Students ask their parents or guardians about the work they do at home or at their jobs. Students choose something to bring to class that symbolizes that work (e.g., a pack of seeds for a gardener, a piece of mail for a letter carrier, a planner for an administrative assistant, a model plane for a pilot, a family calendar for a homemaker). Once the items are all collected, students discuss how each type of work contributes to the well-being of the community (K.7.1).
      • Using circulars and advertisements for a variety of products, students work in small groups to choose items a family would need to buy for different rooms of their houses. For example, the kitchen might include food, appliances, china, and flatware. The family room might include furniture, electronics, and games (K.7.3).
      • In a play store, students use mock money and checks to make purchases with a limited amount of money. They discuss their choices and the differences between using cash and a check (K.7.4).

In addition to the standards for kindergarten through grade 2, students demonstrate the following intellectual, reasoning, reflection, and research skills:

  • Chronology and Cause and Effect

    1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context.
    2. Students correctly apply terms related to time (e.g., past, present, future, years, decades, centuries, millennia, epochs, and generations).

  • Geographic Skills

    1. Students use map and globe skills to determine the locations of places.
    2. Students identify the human and physical characteristics of the places they are studying.
    3. Students develop spatial ability by drawing sketch maps of the local community, regions of the United States, and major regions of the world.

  • Historical Research, Evidence, and Point of View

    1. Students analyze societies in terms of the following themes: military, political, economic, social, religious, and intellectual.
    2. Students pose relevant questions about events they encounter in historical documents.
    3. Students distinguish fact from fiction.
    4. Students use nontext primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts.

South Carolina's Kindergarten Standards

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  • SC.K-1. Standard / Course—Foundations of Social Studies: Children as Citizens

    The student will demonstrate an understanding of his or her surroundings.

    • K-1.1. Knowledge And Skills / Essential Question:

      Identify the location of his or her home, school, neighborhood, and city or town on a map.

    • K-1.2. Knowledge And Skills / Essential Question:

      Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings.

    • K-1.3. Knowledge And Skills / Essential Question:

      Identify his or her personal connections to places, including home, school, neighborhood, and city or town.

    • K-1.4. Knowledge And Skills / Essential Question:

      Recognize natural features of his or her environment (e.g., mountains and bodies of water).

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Interpret information from a variety of social studies resources.(K-1)
      2. Recognize maps, mental maps, and geographic models as representations of spatial relationships.
      3. Find and describe the locations and conditions of places.
      (K-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

    • SC.K-2. Standard / Course—Foundations of Social Studies: Children as Citizens

      The student will demonstrate an understanding of the purpose of rules and the role of authority figures in a child’s life.

      • K-2.1. Knowledge And Skills / Essential Question:

        Explain the purpose of rules and laws and the consequences of breaking them.

      • K-2.2. Knowledge And Skills / Essential Question:

        Summarize the roles of authority figures in a child’s life, including those of parents and teachers.

      • K-2.3. Knowledge And Skills / Essential Question:

        Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers.

      • K-2.4. Knowledge And Skills / Essential Question:

        Explain how following rules and obeying authority figures reflect qualities of good citizenship, including honesty, responsibility, respect, fairness, and patriotism.

      • Social Studies Literacy Skills for the Twenty-First Century:

        1. Interpret information from a variety of social studies resources.(K-2)
        2. Identify his or her place in the family, school, and community.
        3. Practice responsible citizenship within his or her school, community, and state.
        (K-2)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

      • SC.K-3. Standard / Course—Foundations of Social Studies: Children as Citizens

        The student will demonstrate an understanding of the values that American democracy represents and upholds.

        • K-3.1. Knowledge And Skills / Essential Question:

          Recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and “The Star-Spangled Banner.”

        • K-3.2. Knowledge And Skills / Essential Question:

          Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin Luther King Jr. Day, President’s Day, Memorial Day, and Independence Day.

        • K-3.3. Knowledge And Skills / Essential Question:

          Describe the actions of important figures that reflect the values of American democracy, including George Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.

        • Social Studies Literacy Skills for the Twenty-First Century:

          1. Distinguish between past, present, and future time.
          2. Measure and calculate calendar time.
          3. Interpret information from a variety of social studies resources.(K-3)
          (K-3)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

        • SC.K-4. Standard / Course—Foundations of Social Studies: Children as Citizens

          The student will demonstrate an understanding of the way families live and work together today as well as in the past.

          • K-4.1. Knowledge And Skills / Essential Question:

            Compare the daily lives of children and their families in the past and in the present.

          • K-4.2. Knowledge And Skills / Essential Question:

            Explain how changes in modes of transportation and communication have affected the way families live and work together.

          • K-4.3. Knowledge And Skills / Essential Question:

            Recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.

          • K-4.4. Knowledge And Skills / Essential Question:

            Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present.

          • Social Studies Literacy Skills for the Twenty-First Century:

            1. Distinguish between past, present, and future time.
            2. Interpret information from a variety of social studies resources.(K-4)
            3. Distinguish between wants and needs and between consumers and producers.
            (K-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

    • New Mexico: Kindergarten Standards

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    • Strand: History

      Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

      • K-4 Benchmark I-A—New Mexico:

        Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

        Performance Standards

        1. Identify the customs, celebrations, and holidays of various cultures in New Mexico.

      • K-4 Benchmark I-B—United States:

        Understand connections among historical events, people, and symbols significant to United States history and cultures.

        Performance Standards

        1. Demonstrate an awareness of community leaders.

      • K-4 Benchmark I-C—World:

        Students will identify and describe similar historical characteristics of the United States and its neighboring countries.

        Performance Standards

        1. Identify the local, state, and national symbols (e.g., flag, bird, song).

      • K-4 Benchmark I-D—Skills:

        Performance Standards

        Understand time passage and chronology.

        1. Understand the concept of past and present.

    • Strand: Geography

      Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

      • K-4 Benchmark II-A:

        Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

        Performance Standards

        1. Define relative location of items in the physical environment in terms of over, under, near, far, up, and down.
        2. Define personal direction of front, back, left, and right.

      • K-4 Benchmark II-B:

        Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

        Performance Standards

        1. Identify natural characteristics of places (e.g., climate, topography).

      • K-4 Benchmark II-C:

        Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present.

        Performance Standards

        1. Identify family customs and traditions and explain their importance.
        2. Describe the natural characteristics of places (e.g., landforms, bodies of water, natural resources, and weather).

      • K-4 Benchmark II-D:

        Understand how physical processes shape the Earth’s surface patterns and biosystems.

        Performance Standards

        1. Describe the Earth’s physical characteristics.

      • K-4 Benchmark II-E:

        Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.

        Performance Standards

        1. Identify classroom population.

      • K-4 Benchmark II-F:

        Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

        Performance Standards

        1. Identify natural resources.

    • Strand: Civics and Government

      Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

      • K-4 Benchmark III-A:

        Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.

        Performance Standards

        1. Identify authority figures and describe their roles (e.g., parents, teachers, principal, superintendent, police, public officials)

      • K-4 Benchmark III-B:

        Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.

        Performance Standards

        1. Recognize and name symbols and activities of the United States, New Mexico, and tribes, to include:
          • a. United States symbols to include the flag, bald eagle, monuments
          • b. New Mexico symbols to include the flag, Smokey Bear, State Bird, chili
          • c. tribal symbols and activities to include Feast Days, pottery, arts, storytelling. songs.
        2. Recognize patriotic activities including The Pledge of Allegiance, The Star Spangled Banner, salute to the New Mexico flag, and New Mexico state

      • K-4 Benchmark III-C:

        Become familiar with the basic purposes of government in New Mexico and the United States.

        Performance Standards

        1. Describe and provide examples of fairness.

      • K-4 Benchmark III- D:

        Understand rights and responsibilities of “good citizenship” as members of a family, school and community.

        Performance Standards

        1. Describe what is meant by citizenship.
        2. Explain what is meant by “good citizenship,” to include:
          • a. taking turns and sharing
          • b. taking responsibility for own actions, assignments, and personal belongings within the classroom and respecting the property of others.

    • Strand: Economics

      Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

      • K-4 Benchmark IV-A:

        Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

        Performance Standards

        Understand that basic human needs are met in many ways.

      • K-4 Benchmark IV-B:

        Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.

        Performance Standards

        Understand the concept of product (something produced by human, mechanical, or natural process).
        Understand the importance of jobs.

      • K-4 Benchmark IV-C:

        Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities.

        Performance Standards

        Describe trade (e.g., buying and selling, bartering, simple exchange).

    Utah: Kindergarten Standards

    Article Body

    Core Standards of the Course

    • Standard 1

      (Culture): Students will recognize and describe how individuals and families are both similar and different.

      • Objective 1

        Identify how individuals are similar and different.

        • a. Describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair).
        • b. Explain how people change over time (e.g., self, others).
        • c. Demonstrate respect for each individual.
        • d. Explain the elements of culture, including language, dress, food, shelter, and stories.

      • Objective 2

        Recognize and describe how families have both similar and different characteristics.

        • a. Identify family members (i.e., immediate and extended).
        • b. Explain family rules and routines.
        • c. Describe family members' duties and responsibilities within the family.
        • d. Share how families celebrate occasions such as birthdays and holidays.
        • e. Explain how families change over time (i.e., past, present, future).
        • f. Describe ways that families provide love, care, food, shelter, clothing, companionship, and protection.

      Social Studies Vocabulary Students Should Know and Use: compare, rules, routine, similar, different, respect, culture, shelter, change, duty, past, present, future, celebrate, family.

    • Standard 2

      (Citizenship): Students will recognize their roles and responsibilities of being a good citizen.

      • Objective 1

        Demonstrate appropriate ways to behave in different settings.

        • a. Explain why families and classrooms have rules (e.g., examples of rules and consequences).
        • b. Demonstrate positive relationships through play and friendship.
        • c. Identify examples of individual honesty and responsibility.
        • d. Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes of diverse cultures).
        • e. Demonstrate respect for others, leaders, and the environment.

      • Objective 2

        Identify and demonstrate safe practices in the home and classroom.

        • a. Recite name, address, and telephone number.
        • b. Follow safety procedures for school emergencies (e.g., fire drill, earthquake, intruder).
        • c. Recognize and explain common traffic symbols.
        • d. Identify school personnel to whom students can go to for help or safety.
        • e. Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders).

      • Objective 3

        Investigate and explain how symbols and songs unite families and classmates.

        • a. Identify school systems and traditions (e.g., mascot, song, events).
        • b. Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).
        • c. Learn and sing state and U.S. patriotic songs.
        • d. Identify the people and events honored in Utah and U.S. commemorative holidays.
        • e. Know the words and meaning of the Pledge of Allegiance.
        • f. Identify the rules and etiquette of citizenship (e.g., stand for the flag, hand over heart).

      Social Studies Vocabulary Students Should Know and Use: family, consequence, responsibility, honesty, courage, respect, patriotism, leader, environment, safety, symbol, tradition, holiday, citizen, friend, hero, mascot, Pledge of Allegiance, tribal leaders.

    • Standard 3

      (Geography): Students will use geographic terms and tools.

      • Objective 1

        Identify geographic terms that describe their surroundings.

        • a. Locate objects in the classroom using the terms near/far, left/right, behind/in front, and up/down.
        • b. Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).
        • c. Make a simple map (e.g., home, home to school, classroom).

      • Objective 2

        Describe the purpose of a map or globe.

        • a. Identify maps and globes.
        • b. Distinguish between land and water on maps and globes.
        • c. Determine a location by using terms such as near/far, up/down, right/left.
        • d. Identify cardinal directions on a map.

      Social Studies Vocabulary Students Should Know and Use: near/far, left/right, behind/in front, up/down, hill, mountain, ocean, lake, river, road, highway, map, globe, north, south, east, west, land, water, home, school.

    • Standard 4

      (Financial Literacy): Students can explain how humans meet their needs in many ways.

      • Objective 1

        Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats).

        • a. Identify the difference between basic wants and needs.
        • b. Explain that families have needs and wants.
        • c. Describe how basic human needs, such as food, shelter, and clothing, can be met.

      • Objective 2

        Explain that people have jobs and earn money to meet their needs.

        • a. Identify the jobs in the home and in the school.
        • b. Explain why people work (i.e., to earn money to buy the things that they need or want).
        • c. Describe different types of jobs that people do and the tools and equipment that they use.
        • d. Recognize various forms of United States coins and currency.

      Social Studies Vocabulary Students Should Know and Use: needs, wants, job, money, earn, tools, coins, currency, shelter.

    Vermont: Kindergarten Standards

    Article Body

    (Note: By the completion of kindergarten, Vermont students are expected to master the following standards.)

    Vermont Academic Content Standards: History and Social Sciences

    • Inquiry

      • H&SSPK-K:1—Social and Historical Questioning

        Students initiate an inquiry by . . .

        • Developing a question by completing prompts, "I wonder . . . ?", "Why . . . ?", "How is this like . . . ?".

      • H&SSPK-K:2—Hypothesis/Research Statement

        Students develop a hypothesis, thesis, or research statement by . . .

        • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?).

      • H&SSPK-K:3—Research Plan

        Students design research by . . .

        • Identifying resources for finding answers to their questions (e.g., books, videos, and people).
        • Explaining what their jobs will be during an inquiry investigation (e.g., drawing pictures after a field trip).
        • Identifying ways they will show what they have learned.

      • H&SSPK-K:4—Conducting Research

        Students conduct research by . . .

        • Following directions to complete an inquiry.
        • Asking questions and observing during the investigation process.
        • Recording observations with words, numbers, symbols, and/or pictures (e.g., drawing or labeling a diagram, creating a title for a drawing or diagram, recording data provided by the teacher in a table).

      • H&SSPK-K:5

        Students develop reasonable explanations that support the research statement by . . .

        • Organizing and displaying information (e.g., pictograph, bar graph, chart, building blocks).
        • Analyzing evidence (e.g., sorting objects, justifying groupings, role playing).

      • H&SSPK-K:6

        Students make connections to research by . . .

        • Discussing if their findings answered their research question.
        • Proposing solutions to problems and asking other questions.

      • H&SSPK-K:7

        Students communicate their findings by . . .

        • Speaking, using pictures (e.g., sharing ideas or artifacts with classmates) or writing a story or letter by dictating ideas to a teacher.

    • History

      • H&SSPK-K:8

        Students connect the past with the present by . . .

        • Recognizing objects from long ago and today (e.g., a slate was used long ago and a computer is used today).
        • Describing ways that family life has both changed and stayed the same over time (e.g., chores in the past vs. chores today).
        • Identifying how events and people have shaped their families (e.g., How does life change when one starts school?).

      • H&SSPK-K:9

        Students show understanding of how humans interpret history by . . .

        • Collecting information about the past by interviewing a parent or grandparent for family or personal history.
        • Differentiating among fact, opinion, and interpretation when sharing stories or retelling events, especially those that relate to family and friends.

      • H&SSPK-K:10

        Students show understanding of past, present, and future time by . . .

        • Placing events from their lives in their correct sequence.
        • Constructing a time line of events in their own lives.
        • Differentiating between broad categories of historical time (e.g., long, long ago; yesterday, today, tomorrow; past, present, and future).

    • Physical and Cultural Geography

      • H&SSPK-K:11

        Students interpret geography and solve geographic problems by . . .

        • Verbalizing their names and addresses.
        • Recognizing that neighborhood spaces are defined by boundaries ñ yard, playground, sidewalk, roads.

      • H&SSPK-K:12

        Students show understanding of human interaction with the environment over time by . . .

        • Identifying ways in which they take care of or hurt the environment (e.g., recycling vs. littering, planting trees and flowers).
        • Identifying ways in which they adapt to their physical environment (e.g., dressing for seasonal weather, outdoor play opportunities).

      • H&SSPK-K:13

        Students analyze how and why cultures continue and change over time by . . .

        • Identifying ways culture is expressed in their families (e.g., celebrations, food, and traditions).
        • Understanding and appreciating that he or she is alike and different from other people in many different ways (e.g., personal physical characteristics, likes and dislikes).

    • Civics, Government and Society

      • H&SSPK-K:14

        Students act as citizens by . . .

        • Identifying various groups that they belong to (e.g., Iím a part of a family, Iím a part of a class, Iím a part of a school, etc.).
        • Demonstrating positive interaction with group members (e.g., sharing play space).
        • Contributing to the life of the class and the school.

      • H&SSPK-K:15

        Students show understanding of various forms of government by . . .

        • Identifying the need for rules in a variety of settings, and demonstrating appropriate behavior in a variety of settings (e.g., classroom, playground, field trip).
        • Explaining that rules are established for the benefit of individuals and groups.
        • Identifying authority figures who make, apply, and enforce rules (e.g., at home, in the family, school personnel, police, firefighters, etc.), and how these people help to meet the needs of the people in the community.

      • H&SSPK-K:16

        Students examine how different societies address issues of human interdependence by . . .

        • Practicing communication skills with individuals and groups.
        • Identifying feelings that might lead to conflict (e.g., what happens when two people want the same thing?).

      • H&SSPK-K:17

        Students examine how access to various institutions affects justice, reward, and power by . . .

        • Naming various social, economic, and governmental institutions in their community (e.g., schools, churches, post office, grocery store, etc.).

    • Economics

      • H&SSPK-K:18

        Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by . . .

        • Participating in activities as a buyer or seller (e.g., bake sale, school store, etc.).
        • Identifying economic activities that use resources in the local region (e.g., farmersí markets).
        • Identifying jobs people do in the home and school.

      • H&SSPK-K:19

        Students show understanding of the interconnectedness between government and the economy by . . .

        • Describing ways in which people exchange money for goods.

      • H&SSPK-K:20

        Students make economic decisions as a consumer, producer, saver, investor, and citizen by . . .

        • Recognizing the differences between the basic needs and wants (e.g., food, clothing, shelter, and affection vs. toys and sweets).
        • Explaining why people earn, spend, and save.

    Colorado: Kindergarten Standards

    Article Body

    CO.1. Standard: History

    • CO.1.1. Concepts and skills students master:

      • Ask questions, share information and discuss ideas about the past

      Evidence Outcomes

      Students can:
      • a. Ask questions about the past using question starters. Questions to include but not limited to: What did? Where? When did? Which did? Who did? Why did? How did?
      • b. Identify information from narrative stories that answer questions about the past and add to our collective memory and history
      • c. Use correctly the word "because" in the context of personal experience or stories of the past using words. Words to include but not limited to past, present, future, change, first, next, last

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. How are lives of people from the past similar and different from our lives today?
      2. Why is it important to ask questions about the past?
      3. What is history?
      Relevance and Application:
      1. Individuals identify historical information in stories, photographs, buildings, and documents in their immediate surroundings such as movies, books, poems, paintings and other forms of art.
      2. The asking of questions about the past helps to understand the present and plan for the future. For example, newspaper reporters investigate the history of a topic in order to write a well-rounded piece.
      Nature of History:
      1. Historical thinkers ask questions to guide investigations of people, places, and events in the past.

    • CO.1.2. Concepts and skills students master:

      • The first component in the concept of chronology is to place information in sequential order

      Evidence Outcomes

      Students can:
      • a. Order sequence information using words. Words to include but not limited to past, present future, days, weeks, months, years, first, next, last, before, and after
      • b. Explore differences and similarities in the lives of children and families of long ago and today
      • c. Explain why knowing the order of events is important

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. Why is it important to know the order of events?
      2. Why do individuals use calendars and clocks?
      3. What happened yesterday and today, and what might happen tomorrow?
      4. How have you grown and changed over time?
      Relevance and Application:
      1. The recording of events in sequential order helps to create understanding and see relationships, understand cause and effect, and organize information. For example, scientists record information about experiments in sequential order so they can replicate them, and law enforcement re-creates timelines to find missing people
      2. Groups of individuals use similar tools for the organization of sequential information in order to communicate in a clear manner. For example, timelines use standard information such as date, time, month, and year for ease of communication.
      Nature of History:
      1. Historical thinkers use chronology to order information sequentially.

    CO.2. Standard: Geography

    • CO.2.1. Concepts and skills students master:

      • People belong to different groups and live in different places around the world that can be found on a map or globe

      Evidence Outcomes

      Students can:
      • a. Compare and contrast how people live in different settings around the world
      • b. Give examples of food, clothing, and shelter and how they change in different environments
      • c. Distinguish between a map and a globe as ways to show places people live

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. What would it be like to live in another city, state, or country?
      2. Why do people belong to different groups?
      3. What makes a place special to the people who live there?
      Relevance and Application:
      1. People live in different settings and interact with their environment based on location. For example, people living in colder climates wear more clothes, and people in areas where there are floods live on higher ground or in houses on stilts.
      2. People belong to different groups throughout their lives including sports teams, hobby clubs, political, or religious groups.
      Nature of Geography:
      1. Spatial thinkers investigate other cultures and how they have been influenced by the climate, physical geography, and cultures of an area.

    CO.3. Standard: Economics

    • CO.3.1. Concepts and skills students master:

      • Ownership as a component of economics

      Evidence Outcomes

      Students can:
      • a. Give examples of owner ship of different items
      • b. Recognize and give examples one person may want to use another’s object and that this requires asking permission and sharing

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. Can you show me who owns this (any item)?
      2. If you want to use someone else’s item what must you do?
      3. What happens when someone wants to use something that belongs to you?
      4. What do we do if there is not enough of something we all want?(scarcity)
      5. What are things that everyone collectively owns?
      Relevance and Application:
      1. Individuals interact with each other and the concept of ownership on a daily basis. For example, people purchase items for their use, donate items for others to use, and ask for permission to use someone else’s item.
      2. Technology is used to indicate and keep track of ownership. For example,pets may have microchips implanted and libraries use bar codes to keep track of their books.
      Nature of Economics:
      1. Economic thinkers study owner ship as a key principle of economics.
      2. Economic thinkers understand that some items are more desired than others and are more in demand.

    • CO.3.2. Concepts and skills students master:

      • Discuss how purchases can be made to meet wants and needs (PFL)

      Evidence Outcomes

      Students can:
      • a. Identify the difference between personal wants and needs
      • b. Give examples of the difference between spending income on something you want versus something you need

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. What are wants and needs?
      2. How do people balance between wants and needs?
      3. What is the difference between a want and a need?
      4. How can money help people to meet their wants and needs?
      Relevance and Application:
      1. Individuals make choices about purchasing to serve wants and needs. For example, parents pay bills prior to purchasing movie tickets or toys.
      Nature of Economics:
      1. Financially responsible individuals differentiate between needs and wants.

    CO.4. Standard: Civics

    • CO.4.1. Concepts and skills students master:

      • Participate in making decisions using democratic traditions

      Evidence Outcomes

      Students can:
      • a. Explain why rules are needed
      • b. Create and follow classroom rules
      • c. Explain how a class rule promotes fairness and resolves conflict
      • d. Contribute to making and maintaining class community decisions
      • e. Give examples of the difference between democratic voting and decisions made by authorities including but not limited to the parent, teacher, or principal

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. What would it look like to have no rules?
      2. How can we solve conflict in a fair manner?
      3. Why do we consider voting fair?
      Relevance and Application:
      1. Rules help to ensure a safe society.For example, everyone wears seatbelts in the car and games have rules to create fairness.
      2. Decisions are made cooperatively. For example, families vote on which movie to see and classes vote to see what project they will do.
      Nature of Civics:
      1. Responsible community members take an active role in their communities.
      2. Responsible community members know the importance of participation in democratic societies.
      3. Responsible community members know the importance of fairness and conflict resolution.

    • CO.4.2. Concepts and skills students master:

      • Civic participation takes place in multiple groups

      Evidence Outcomes

      Students can:
      • a. Categorize examples of people and events that relate to civic participation
      • b. Give examples of qualities of a good citizen
      • c. Practice citizenship skills including courtesy, honesty, and fairness in working with others

      21st-century Skills and Readiness Competencies

      Inquiry Questions:
      1. What qualities make people good citizens?
      2. Why would people want to have friends from different groups?
      3. What can you do to be an active and helpful member of your class and school?
      Relevance and Application:
      1. The ability for civic participation differs with age and place. For example, children can volunteer and adults can run for elected office.
      2. Individual actions can make the community better.For example, people clean up the highways or volunteer in shelter
      Nature of Civics:
      1. Responsible community members exist across the globe and participation is influenced by cultural norms.
      2. Responsible community members study citizen participation and structures that bring security and stability to community life.

    Ohio: Kindergarten Standards

    Article Body

    Theme: A Child's Place in Time and Space

    The kindergarten year is the time for children to begin to form concepts about the world beyond their own classrooms and communities. Culture, heritage and democratic principles are explored, building upon the foundation of the classroom experience. Children deepen their learning about themselves and begin to form an understanding of roles, responsibility for actions and decision making in the context of the group setting.

    • History Strand

      • Historical Thinking and Skills

        • 1. Time can be measured.
        • 2. Personal history can be shared through stories and pictures.

      • Heritage

        • 3. Heritage is reflected through the arts, customs, traditions, family celebrations and language.
        • 4. Nations are represented by symbols and practices. Symbols and practices of the United States include the American flag, Pledge of Allegiance and the National Anthem.

    • Geography Strand

      • Spatial Thinking and Skills

        • 5. Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.
        • 6. Models and maps represent places.

      • Human Systems

        • 7. Humans depend on and impact the physical environment in order to supply food, clothing and shelter.
        • 8. Individuals are unique but share common characteristics of multiple groups.

    • Government Strand

      • Civic Participation and Skills

        • 9. Individuals have shared responsibilities toward the achievement of common goals in homes, schools and communities.

      • Rules and Laws

        • 10. The purpose of rules and authority figures is to provide order, security and safety in the home, school and community.

    • Economics Strand

      • Scarcity

        • 11. People have many wants and make decisions to satisfy those wants. These decisions impact others.

      • Production and Consumption

        • 12. Goods are objects that can satisfy peopleís wants. Services are actions that can satisfy peopleís wants.

    New Jersey: Kindergarten Standards

    Article Body

    (Note: By the completion of fourth grade, New Jersey students are expected to master the following standards.)

    Social Studies Standard 6.1—U.S. History: America in the World

    All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

    By the end of preschool, students recognize:

    Citizenship begins with becoming a contributing member of the classroom community.

    • A: Civics, Government, and Human Rights
      • 6.1.P.A.1: Demonstrate an understanding of rules by following most classroom routines.
      • 6.1.P.A.2: Demonstrate responsibility by initiating simple classroom tasks and jobs.
      • 6.1.P.A.3: Demonstrate appropriate behavior when collaborating with others.
    • B: Geography, People, and the Environment
      • 6.1.P.B.1: Develop an awareness of the physical features of the neighborhood/community.
      • 6.1.P.B.2: Identify, discuss, and role-play the duties of a range of community workers.

      C: Geography, People, and the Environment

      • no requirements in this section.

      D: History, Culture, and Perspectives
      Individuals and families have unique characteristics.

      • 6.1.P.D.1: Describe characteristics of oneself, one’s family, and others.

      There are many different cultures within the classroom and community.

      • 6.1.P.D.3: Express individuality and cultural diversity (e.g., through dramatic play).
      • 6.1.P.D.4: Learn about and respect other cultures within the classroom and community.

    By the end of fourth grade, students recognize:

    • A: Civics, Government, and Human Rights
      • Rules and laws are developed to protect people’s rights and the security and welfare of society.
        • 6.1.4.A.1: Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
      • The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
        • 6.1.4.A.2: Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.
      • American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
        • 6.1.4.A.3: Determine how “fairness,” “equality,” and the “ common good” have influenced change at the local and national levels of United States government.
      • There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.
        • 6.1.4.A.4: Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
        • 6.1.4.A.5: Distinguish the roles and responsibilities of the three branches of the national government.
        • 6.1.4.A.6: Explain how national and state governments share power in the federal system of government.
      • In a representative democracy, individuals elect representatives to act on the behalf of the people.
        • 6.1.4.A.7: Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
        • 6.1.4.A.8: Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.
      • The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
        • 6.1.4.A.9:Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
        • 6.1.4.A.10: Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
      • The United States democratic system requires active participation of its citizens.
        • 6.1.4.A.11: Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
        • 6.1.4.A.12: Explain the process of creating change at the local, state, or national level.
      • Immigrants can become and obtain the rights of American citizens.
        • 6.1.4.A.13: Describe the process by which immigrants become United States citizens.
      • The world is comprised of nations that are similar to and different from the United States.
        • 6.1.4.A.14: Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
      • In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.
        • 6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
      • In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems.
        • 6.1.4.A.16: Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.
    • B: Geography, People, and the Environment
      • Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth.
        • 6.1.4.B.1: Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
        • 6.1.4.B.2: Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
        • 6.1.4.B.3: Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.
      • Places are jointly characterized by their physical and human properties.
        • 6.1.4.B.4: Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
      • The physical environment can both accommodate and be endangered by human activities.
        • 6.1.4.B.5: Describe how human interaction impacts the environment in New Jersey and the United States.
      • Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.
        • 6.1.4.B.6: Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
      • Patterns of settlement across Earth’s surface differ markedly from region to region, place to place, and time to time.
        • 6.1.4.B.7: Explain why some locations in New Jersey and the United States are more suited for settlement than others.
        • 6.1.4.B.8: Compare ways people choose to use and divide natural resources.
      • Advancements in science and technology can have unintended consequences that impact individuals and/or societies.
        • 6.1.4.B.9: Relate advances in science and technology to environmental concerns, and to actions taken to address them.
      • Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.
        • 6.1.4.B.10: Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.
    • C: Economics, Innovation, and Technology
      • People make decisions based on their needs, wants, and the availability of resources.
        • 6.1.4.C.1: Apply opportunity cost to evaluate individuals’ decisions, including ones made in their communities.
        • 6.1.4.C.2: Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
      • Economics is a driving force for the occurrence of various events and phenomena in societies.
        • 6.1.4.C.3: Explain why incentives vary between and among producers and consumers.
        • 6.1.4.C.4: Describe how supply and demand influence price and output of products.
        • 6.1.4.C.5: Explain the role of specialization in the production and exchange of goods and services.
      • Interaction among various institutions in the local, national, and global economies influence policymaking and societal outcomes.
        • 6.1.4.C.6: Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
        • 6.1.4.C.7: Explain how the availability of private and public goods and services is influenced by the global market and government.
        • 6.1.4.C.8: Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.
      • Availability of resources affects economic outcomes.
        • 6.1.4.C.9: Compare and contrast how access to and use of resources affects people across the world differently.
      • Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.
        • 6.1.4.C.10: Explain the role of money, savings, debt, and investment in individuals’ lives.
        • 6.1.4.C.11: Recognize the importance of setting long-term goals when making financial decisions within the community.
      • Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.
        • 6.1.4.C.12: Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
        • 6.1.4.C.13: Determine the qualities of entrepreneurs in a capitalistic society.
      • Economic opportunities in New Jersey and other states are related to the availability of resources and technology.
        • 6.1.4.C.14: Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities.
        • 6.1.4.C.15: Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
      • Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
        • 6.1.4.C.16: Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
        • 6.1.4.C.17: Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age.
        • 6.1.4.C.18: Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world.
    • D: History, Culture, and Perspectives
      • Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
        • 6.1.4.D.1: Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
        • 6.1.4.D.2: Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
        • 6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.
      • Key historical events, documents, and individuals led to the development of our nation.
        • 6.1.4.D.4: Explain how key events led to the creation of the United States and the state of New Jersey.
        • 6.1.4.D.5: Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
        • 6.1.4.D.6: Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.
        • 6.1.4.D.7: Explain the role Governor William Livingston played in the development of New Jersey government.
        • 6.1.4.D.8: Determine the significance of New Jersey’s role in the American Revolution.
        • 6.1.4.D.9: Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
      • Personal, family, and community history is a source of information for individuals about the people and places around them.
        • 6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
        • 6.1.4.D.11: Determine how local and state communities have changed over time, and explain the reasons for changes.
      • The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.
        • 6.1.4.D.12: Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
      • Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
        • 6.1.4.D.14: Trace how the American identity evolved over time.
      • Cultures struggle to maintain traditions in a changing society.
        • 6.1.4.D.15: Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
      • Prejudice and discrimination can be obstacles to understanding other cultures
        • 6.1.4.D.16: Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
      • Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
        • 6.1.4.D.17: Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
      • The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
        • 6.1.4.D.18: Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.
      • People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
        • 6.1.4.D.19: Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.
        • 6.1.4.D.20: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

    Social Studies Standard 6.2—World History/Global Studies

    No requirements in this section.

    Social Studies Standard 6.3—Active Citizenship in the 21st Century

    All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

    • Active citizens in the 21st century:

      1. Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
      2. Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
      3. Are aware of their relationships to people, places, and resources in the local community and beyond.
      4. Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
      5. Develop strategies to reach consensus and resolve conflict.
      6. Demonstrate understanding of the need for fairness and take appropriate action against unfairness.

      • A: Civics, Government, and Human Rights

        • 6.3.8.A.1: Evaluate what makes a good rule or law.
        • 6.3.8.A.2: Contact local officials and community members to acquire information and/or discuss local issues.
        • 6.3.8.A.3: Select a local issue and develop a group action plan to inform school and/or community members about the issue.
        • 6.3.4.A.4: Communicate with students from various countries about common issues of public concern and possible solutions.

      • B: Geography, People, and the Environment

        • 6.3.8.B.1: Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.

      • C: Economics, Innovation, and Technology

        • 6.3.8.C.1: Develop and implement a group initiative that addresses an economic issue impacting children.

      • D: History, Culture, and Perspectives

        • 6.3.8.D.1: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

    Social Studies Skills

    Essential Question:

    What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

    Chronological Thinking

    • Place key historical events and people in historical eras using timelines.
    • Explain how the present is connected to the past.

    Spatial Thinking

    • Determine locations of places and interpret information available on maps and globes.
    • Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.

    Critical Thinking

    • Distinguish fact from fiction.
    • Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).

    Presentational Skills

    • Use evidence to support an idea in a written and/or oral format.

    Connecticut: Kindergarten Standards

    Article Body

    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

    Idaho: Kindergarten Standards

    Article Body

    • Standard 1: History

      Students in Kindergarten build an understanding of the cultural and social development of the United States.

      Goal 1.1:

      Build an understanding of the cultural and social development of the United States.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.1.1.1 Share stories, pictures, and music of one’s own personal life, family and culture.
      • K.SS.1.1.2 Describe how families celebrate in many different ways.
      • K.SS.1.1.3 Describe how individuals have similarities and differences.
      • K.SS.1.1.4 Describe how each person is special and unique within the classroom.

    • Standard 2: Geography

      Students in Kindergarten analyze the spatial organizations of people, places and environment on the earth’s surface.

      Goal 2.1:

      Analyze the spatial organizations of people, places, and environment on the earth’s surface.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.2.1.1 Identify the globe as a model of the earth.
      • K.SS.2.1.2 Distinguish between land masses and water on a globe or map.
      • K.SS.2.1.3 Identify the north and south poles on a map or globe.
      • K.SS.2.1.4 Recognize a map of the United States of America and know it is the country in which we live.
      • K.SS.2.1.5 Make and use a map of a familiar area.

    • Standard 3: Economics

      Students in Kindergarten explain basic economic concepts.

      Goal 3.1:

      Explain basic economic concepts.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.3.1.1 Observe that all people have needs and wants.
      • K.SS.3.1.2 Recognize that people have limited resources.
      • K.SS.3.1.3 Describe some jobs that people do to earn money.

    • Standard 4: Civics and Government

      Students in Kindergarten build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, and that all people in the United States have rights and assume responsibilities.

      Goal 4.1:

      Build an understanding of the foundational principles of the American political system.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.4.1.1 Name some rules and the reasons for them.
      • K.SS.4.1.2 Discuss how groups make decisions and solve problems.
      • K.SS.4.1.3 Identify personal traits, such as courage, honesty, and responsibility.

      Goal 4.2:

      Build an understanding of the organization and formation of the American system of government.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.4.2.1 Identify symbols of the United States such as the flag, Pledge of Allegiance, Bald Eagle, red, white, and blue.
      • K.SS.4.2.2. Recite the Pledge of Allegiance.
      • K.SS.4.2.3. Describe holidays and tell why they are commemorated in the United States, such as Thanksgiving, Martin Luther King, Jr. Day, Independence Day, and Presidents’ Day.

      Goal 4.3:

      Build an understanding that all people in the United States have rights and assume responsibilities.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.4.3.1 Identify individuals who are helpful to people in their everyday lives.
      • K.SS.4.3.2 Identify ways to be helpful to family and school.

    • Standard 5: Global Perspectives

      Students in Kindergarten build an understanding of multiple perspectives and global interdependence.

      Goal 5.1:

      Build an understanding of multiple perspectives and global interdependence.
      Objective(s): By the end of Kindergarten, the student will be able to:

      • K.SS.5.1.1 Name family traditions that came to America from other parts of the world.
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