North Carolina's Prekindergarten Standards

Article Body

  • NC.1. Course / Competency Goal: Cognitive Development - Social Connections

    Social connections refers to the ability to recognize another's perspective and respond appropriately. Children begin to:

    • 1.1. Competency Goal / Objective:

      Identify, value, and respect similarities and differences between themselves and others (gender, race, special needs, culture, language, history, and family structures).

    • 1.2. Competency Goal / Objective:

      Understand relationships, roles, and rules within their own families, homes, and classroom.

    • 1.3. Competency Goal / Objective:

      Participate as a member of the group in a democratic classroom community.

    • 1.4. Competency Goal / Objective:

      Observe and talk about changes in themselves and their families over time.

    • 1.5. Competency Goal / Objective:

      Make sense of their physical, biological, and social worlds by asking questions and engaging in pretend play.

    • 1.6. Competency Goal / Objective:

      Demonstrate awareness of different cultures through exploration of customs and traditions, past and present.

    • 1.7. Competency Goal / Objective:

      Identify characteristics of the places where they live and play and the relationships of those places to one another.

    • 1.8. Competency Goal / Objective:

      Recognize and identify the roles of community helpers.

    • 1.9. Competency Goal / Objective:

      Participate in activities to help others in the community.

    • 1.10. Competency Goal / Objective:

      Explore, think about, inquire, and learn about the people in their classroom and community.

Nevada's Prekindergarten Standards

Article Body

  • NV.1.0. Content Standard: Civics

    Rules and Law: Students know why society needs rules, laws, and governments.

    • 1.PK.1. Strand / Indicator: Rules and Law

      Follow classroom rules.

    • 1.PK.4. Strand / Indicator: Democratic Participation

      Participate in group decision making.

  • NV.1.0. Content Standard: Economics

    The Economic Way of Thinking: Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.

    • 1.PK.3. Strand / Indicator: Cost versus Benefits

      Decide between two choices.

  • NV.5.0. Content Standard: Economics

    Money: Students demonstrate an understanding of various forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

    • 5.PK.1. Strand / Indicator: Functions of Money

      Demonstrate understanding that money is exchanged for goods and/or services.

  • NV.6.0. Content Standard: Economics

    The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.

    • 6.PK.1. Strand / Indicator: Resource Allocation

      Demonstrate the role of consumers through dramatic play.

  • NV.1.0. Content Standard: Geography

    The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

    • 1.PK.1. Strand / Indicator: Map Use

      Identify direction and location (e.g., up/down; above/below).

  • NV.2.0. Content Standard: Geography

    Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.

    • 2.PK.2. Strand / Indicator: Cultural Identity

      Share information about their family practices, customs and culture.

    • 2.PK.3. Strand / Indicator: Cultural Perspectives

      Be exposed to diverse family practices, customs and culture.

  • NV.3.0. Content Standard: Geography

    Physical Systems: Students understand how physical processes shape Earth's surface patterns and ecosystems.

    • 3.PK.1. Strand / Indicator: Physical Systems

      Identify familiar weather conditions (e.g., rain, sunshine, snow, fog).

Michigan: Prekindergarten Standards

Article Body

  • MI.1. Strand / Standard Category: Early Learning in the Social Studies

    Children begin to understand and interpret their relationship and place within their own environment.

    • 1.A. Standard: Children typically

      • 1.A.1. Grade Level Expectation:

        Include representations of various physical features (e.g., roads, bodies of water, buildings) in their play.

      • 1.A.2. Grade Level Expectation:

        Use and understand words to indicate size.

      • 1.A.3. Grade Level Expectation:

        Use and understand words for location and direction.

  • MI.2. Strand / Standard Category: Early Learning in the Social Studies

    Children begin to recognize that many different influences shape people's thinking and behavior.

    • 2.A. Standard: Children typically

      • 2.A.1. Grade Level Expectation:

        Can talk about personal information (e.g., name; family members; and, by four, knowledge of personal traits, address, telephone number).

      • 2.A.2. Grade Level Expectation:

        Begin to recognize themselves as unique individuals and become aware of the uniqueness of others.

      • 2.A.3. Grade Level Expectation:

        Show an understanding of family and how families are alike and different.

      • 2.A.4. Grade Level Expectation:

        Talk about ways members of a family can work together to help one another.

      • 2.A.5. Grade Level Expectation:

        Begin to recognize that people celebrate events in a variety of ways.

      • 2.A.6. Grade Level Expectation:

        Grow in understanding of and respect for differences among cultural groups, as well as their contributions to society.

      • 2.A.7. Grade Level Expectation:

        Participate in creating their own classroom celebrations.

  • MI.3. Strand / Standard Category: Early Learning in the Social Studies

    Children show growth in their understanding of the concept of time and begin to realize that they are a part of a history, which includes people, places, events, and stories about the present and the past.

    • 3.A. Standard: Children typically

      • 3.A.1. Grade Level Expectation:

        Use words to describe time (e.g., yesterday, today, tomorrow).

      • 3.A.2. Grade Level Expectation:

        Can talk about recent and past events.

  • MI.4. Strand / Standard Category: Early Learning in the Social Studies

    Children begin to learn about the reasons for rules and laws, the importance of a democratic process, and the responsibilities of being a member of a classroom, a family, and a community.

    • 4.A. Standard: Children typically

      • 4.A.1. Grade Level Expectation:

        Grow in their understanding of the need for rules for their learning environment.

      • 4.A.2. Grade Level Expectation:

        Begin to understand consequences of following and breaking (disobeying) rules.

      • 4.A.3. Grade Level Expectation:

        Can identify people (e.g., parents, teachers, bus drivers, lunchroom helpers) who have authority in their home and early learning programs (e.g., who helps them make rules, who tells them when they are breaking a rule, who helps enforce rules).

  • MI.5. Strand / Standard Category: Early Learning in the Social Studies

    Children increase their understanding about how basic economic concepts relate to their lives.

    • 5.A. Standard: Children typically

      • 5.A.1. Grade Level Expectation:

        Can talk about some of the workers and services in their community.

      • 5.A.2. Grade Level Expectation:

        Can talk about some of the ways people earn a living.

      • 5.A.3. Grade Level Expectation:

        Begin to understand that people pay for things with a representation of money (e.g., currency, checks, debit cards, credit cards).

      • 5.A.4. Grade Level Expectation:

        Make simple choices about how to spend money.

  • MI.6. Strand / Standard Category: Early Learning in the Social Studies

    Children increase their understanding of the relationship between people and their environment and begin to recognize the importance of taking care of the resources in their environment.

    • 6.A. Standard: Children typically

      • 6.A.1. Grade Level Expectation:

        Begin to identify what families need to thrive (e.g., food, shelter, clothing, love).

      • 6.A.2. Grade Level Expectation:

        Can participate in improving their environment (e.g., pick up litter, recycle, plant trees and flowers, conserve lights, water and paper).

Massachusetts: Prekindergarten Standards

Article Body

  • MA.1. Domain / General Standard: Living, Learning, and Working Together

    At the kindergarten level, learning in history and social science is built on children's experiences in their families, school, community, state, and country.

    • 1.1. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Identify sequential actions, such as first, next, last, in stories and use them to describe personal experiences. (H)

    • 1.2. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Use correctly words and phrases related to chronology and time (now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs). (H)

    • 1.3. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Use correctly the word because in the context of stories or personal experiences. (H)

    • 1.4. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Use correctly words and phrases that indicate location and direction, such as up, down, near, far, left, right, straight, back, behind, and in front of. (G)

    • 1.5. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Tell or show what a map is and what a globe is. (G)

    • 1.6. Learning Standard / Outcome: Concepts and Skills

      Civics and Government: Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules. (C)

    • 1.7. Learning Standard / Outcome: Concepts and Skills

      Economics: Use words relating to work, such as jobs, money, buying, and selling. (E)

    • 1.8. Learning Standard / Outcome: Concepts and Skills

      Economics: Give examples of how family members, friends, or acquaintances use money directly or indirectly (e.g., credit card or check) to buy things they want. (E)

    • 1.9. Learning Standard / Outcome: Learning Standards

      Identify and describe the events or people celebrated during United States national holidays and why we celebrate them. (Columbus Day; Independence Day; Martin Luther King Jr. Day; Presidents' Day; Thanksgiving.) (H)

    • 1.10. Learning Standard / Outcome: Learning Standards

      Put events in their own and their families' lives in temporal order. (H)

    • 1.11. Learning Standard / Outcome: Learning Standards

      Identify the student's street address, city or town, and Massachusetts as the state and the United States as the country in which he or she lives. Identify the name of the student's school and the city or town in which it is located. (G)

    • 1.12. Learning Standard / Outcome: Learning Standards

      Describe the location and features of places in the immediate neighborhood of the student's home or school. (G)

    • 1.13. Learning Standard / Outcome: Learning Standards

      Retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities. (C)

    • 1.14. Learning Standard / Outcome: Learning Standards

      Identify and describe family or community members who promote the welfare and safety of children and adults. (C)

    • 1.15. Learning Standard / Outcome: Learning Standards

      Demonstrate understanding that there are important American symbols by identifying the American flag and its colors and shapes. (C)

    • 1.16. Learning Standard / Outcome: Learning Standards

      Demonstrate understanding that there are important American symbols by identifying the melody of the national anthem. (C)

    • 1.17. Learning Standard / Outcome: Learning Standards

      Demonstrate understanding that there are important American symbols by identifying the picture and name of the current president. (C)

    • 1.18. Learning Standard / Outcome: Learning Standards

      Demonstrate understanding that there are important American symbols by identifying the words of the Pledge of Allegiance. (C)

    • 1.19. Learning Standard / Outcome: Learning Standards

      Give examples of different kinds of jobs that people do, including the work they do at home. (E)

    • 1.20. Learning Standard / Outcome: Learning Standards

      Explain why people work (e.g., to earn money in order to buy things they want). (E)

    • 1.21. Learning Standard / Outcome: Learning Standards

      Give examples of the things that people buy with the money they earn. (E)

Maryland: Prekindergarten Standards

Article Body

  • MD.1.0. Strand / Topic / Standard: Political Science

    Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.

    • 1.A. Topic / Indicator:

      The foundations and function of government

      • 1.A.1. Indicator / Proficiency Level:

        Identify the importance of rules

        • 1.A.1.a. Objective:

          Recognize why people have rules at home and at school

        • 1.A.1.b. Objective:

          Generate and follow classroom rules, such as taking turns, walking inside, and forming a line that promote order and safety in the classroom

      • 1.A.2. Indicator / Proficiency Level:

        Identify symbols and practices associated with the United States of America

        • 1.A.2.a. Objective:

          Recognize symbols, such as the American flag

        • 1.A.2.b. Objective:

          Recognize that the Pledge of Allegiance is a practice that happens in school

    • 1.B. Topic / Indicator:

      Individual and group participation in the political system

      • 1.B.1. Indicator / Proficiency Level:

        Recognize people important to the American political system

        • 1.B.1.a. Objective:

          Respond to informational text read aloud to develop an awareness of the contributions made by certain individuals that are remembered during the observance of national holidays and celebrations

    • 1.C. Topic / Indicator:

      Protecting rights and maintaining order

      • 1.C.1. Indicator / Proficiency Level:

        Identify the roles, rights, and responsibilities of being a member of the family and school

        • 1.C.1.a. Objective:

          Identify roles of family members

        • 1.C.1.b. Objective:

          Identify the roles of members of the school, such as principal, teacher, and nurse

        • 1.C.1.c. Objective:

          Identify and discuss rights, responsibilities and choices in the classroom and family

  • MD.2.0. Strand / Topic / Standard: People of the Nations and World

    Students will understand how people in Maryland, the United States and around the world are alike and different.

    • 2.A. Topic / Indicator:

      Elements of culture

      • 2.A.1. Indicator / Proficiency Level:

        Identify themselves as individuals and members of families that have the same human needs as others

        • 2.A.1.a. Objective:

          Identify the members of their families and the ways that they meet their human needs for food, clothing, shelter, and other commonalties, such as recreation, stories, and music

        • 2.A.1.b. Objective:

          Use personal experiences, stories, and electronic media to demonstrate understanding that all people need food, clothing, and shelter

    • 2.C. Topic / Indicator:

      Conflict and compromise

      • 2.C.1. Indicator / Proficiency Level:

        Identify how groups of people interact

        • 2.C.1.a. Objective:

          Identify and demonstrate appropriate social skills, such as listening to others, settling disagreements, and taking turns that help people live, work and play together at home and in school

  • MD.3.0. Strand / Topic / Standard: Geography

    Students will use geographic concepts and processes to understand location and its relationship to human activities.

    • 3.A. Topic / Indicator:

      Using geographic tools

      • 3.A.1. Indicator / Proficiency Level:

        Recognize that a globe and maps are used to help people locate places

        • 3.A.1.a. Objective:

          Recognize that maps are models of places

        • 3.A.1.b. Objective:

          Recognize that a globe is a model of Earth

        • 3.A.1.c. Objective:

          Make maps by drawing, building with blocks, and playing with clay, puzzles, pictures, and photographs

    • 3.B. Topic / Indicator:

      Geographic characteristics of places and regions

      • 3.B.1. Indicator / Proficiency Level:

        Recognize that places in the immediate environment have specific physical and human-made features

        • 3.B.1.a. Objective:

          Discuss that places have natural/physical features such as mountains, rivers, and hills

        • 3.B.1.b. Objective:

          Discuss that places have human-made features, such as streets, buildings, and parks

    • 3.C. Topic / Indicator:

      Movement of people, goods and ideas

      • 3.C.1. Indicator / Proficiency Level:

        Identify the role of transportation in the community

        • 3.C.1.a. Objective:

          Recognize transportation as a means of traveling from place to place

        • 3.C.1.b. Objective:

          Identify ways in which people travel to various places in the community, such as bus, car, and bicycle

    • 3.D. Topic / Indicator:

      Modifying and adapting to the environment

      • 3.D.1. Indicator / Proficiency Level:

        Describe how people adapt to their immediate environment

        • 3.D.1.a. Objective:

          Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather

  • MD.4.0. Strand / Topic / Standard: Economics

    Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.

    • 4.A. Topic / Indicator:

      Scarcity and economic decision-making

      • 4.A.1. Indicator / Proficiency Level:

        Recognize that people have to make choices because of unlimited economic wants

        • 4.A.1.a. Objective:

          Identify that goods are things that people make or grow

        • 4.A.1.b. Objective:

          Demonstrate the ability to make a choice

      • 4.A.2. Indicator / Proficiency Level:

        Identify that materials/resources are used to make products

        • 4.A.2.a. Objective:

          Recognize that workers do jobs in the home and school

        • 4.A.2.b. Objective:

          Participate in steps that are followed in making a product, such as a drawing, a block building, and a card for a friend or relative

      • 4.A.3. Indicator / Proficiency Level:

        Explain how technology affects the way people live, work, and play

        • 4.A.3.a. Objective:

          Begin to be aware of technology and how it affects daily life, such as different ways to fasten shoes and different appliances to cook food

    • 4.B. Topic / Indicator:

      Economic systems and the role of government in the economy

      • 4.B.1. Indicator / Proficiency Level:

        Identify types of local markets

        • 4.B.1.a. Objective:

          Identify markets as places where buyers and sellers meet

      • 4.B.2. Indicator / Proficiency Level:

        Identify how goods are acquired

        • 4.B.2.a. Objective:

          Identify that coins and bills are money

        • 4.B.2.b. Objective:

          Identify that money is used to buy goods

  • MD.5.0. Strand / Topic / Standard: History

    Students will use historical thinking skills to understand how individuals and events have changed society over time.

    • 5.A. Topic / Indicator:

      Change over time

      • 5.A.1. Indicator / Proficiency Level:

        Distinguish among past, present, and future time

        • 5.A.1.a. Objective:

          Describe the events of the day (things that have happened in the immediate past, in the present and might happen in the future) using terms, such as morning/afternoon, night/day

  • MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

    Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

    • 6.A. Topic / Indicator:

      Learn to read and construct meaning about social studies

      • 6.A.1. Indicator / Proficiency Level:

        Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

        • 6.A.1.a. Objective:

          Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

        • 6.A.1.b. Objective:

          Discuss words and word meanings as they are encountered in texts, instruction, and conversation

        • 6.A.1.c. Objective:

          Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

      • 6.A.2. Indicator / Proficiency Level:

        Use strategies to prepare for reading (before reading)

        • 6.A.2.a. Objective:

          Make and explain the connections made using prior knowledge and experiences with the text

        • 6.A.2.b. Objective:

          Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic

        • 6.A.2.c. Objective:

          Set a purpose for reading the text

      • 6.A.3. Indicator / Proficiency Level:

        Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

        • 6.A.3.a. Objective:

          Recall and discuss what they understand

        • 6.A.3.b. Objective:

          Identify and question what did not make sense

        • 6.A.3.c. Objective:

          Reread difficult parts slowly and carefully and use own words to restate difficult parts

        • 6.A.3.d. Objective:

          Read on, revisit, and restate the difficult parts in your own words

        • 6.A.3.e. Objective:

          Make, confirm, or adjust predictions

        • 6.A.3.f. Objective:

          Ask and answer questions about the text

        • 6.A.3.g. Objective:

          Periodically summarize while reading

        • 6.A.3.h. Objective:

          Visualize what was read

        • 6.A.3.i. Objective:

          Look back though the text to search for connection to the topic, characters, events, and actions in text

        • 6.A.3.j. Objective:

          Explain personal connections to the topics, events, characters, and actions in texts

      • 6.A.4. Indicator / Proficiency Level:

        Use strategies to demonstrate understanding of the text (after reading)

        • 6.A.4.a. Objective:

          Review/restate and explain what the text is mainly about

        • 6.A.4.b. Objective:

          Identify and explain what is directly stated in the text (details, literal meaning)

        • 6.A.4.c. Objective:

          Identify and explain what is not stated in the text (implied or inferential meaning)

        • 6.A.4.d. Objective:

          Summarize the text orally

        • 6.A.4.e. Objective:

          Confirm, refute, or make predictions to form new ideas

        • 6.A.4.f. Objective:

          Connect the text to prior knowledge or personal experience

        • 6.A.4.g. Objective:

          Engage in conversation to understand what has been read

        • 6.A.4.h. Objective:

          Retell explicit and implicit main ideas of texts

        • 6.A.4.i. Objective:

          Answer questions (what if, why, and how) in writing

    • 6.B. Topic / Indicator:

      Learn to write and communicate social studies understandings

      • 6.B.1. Indicator / Proficiency Level:

        Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

        • 6.B.1.a. Objective:

          Write to express social studies ideas using a variety of forms, such as journals, narratives, letters, and reports

        • 6.B.1.b. Objective:

          Contribute to a shared writing experience about a social studies topic

        • 6.B.1.c. Objective:

          Write a variety of responses to text, such as response logs, journals, and constructed responses

      • 6.B.2. Indicator / Proficiency Level:

        Locate, retrieve, and use information from various sources to accomplish a purpose

        • 6.B.2.a. Objective:

          Identify and use sources of information on a topic

        • 6.B.2.b. Objective:

          Use note taking and organizational strategies to record and organize information

    • 6.C. Topic / Indicator:

      Ask social studies questions

      • 6.C.1. Indicator / Proficiency Level:

        Identify a topic that requires further study

        • 6.C.1.a. Objective:

          Identify prior knowledge about the topic

        • 6.C.1.b. Objective:

          Pose questions about the topic

      • 6.C.2. Indicator / Proficiency Level:

        Identify a situation or problem that requires study

        • 6.C.2.a. Objective:

          Define the problem/situation

        • 6.C.2.b. Objective:

          Identify prior knowledge about the problem/situation

        • 6.C.2.c. Objective:

          Pose/ask questions about the problem/situation

    • 6.D. Topic / Indicator:

      Acquire social studies information

      • 6.D.1. Indicator / Proficiency Level:

        Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

        • 6.D.1.a. Objective:

          Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books

        • 6.D.1.b. Objective:

          Read and obtain information from texts representing diversity in content and culture

        • 6.D.1.c. Objective:

          Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

      • 6.D.2. Indicator / Proficiency Level:

        Engage in field work that relates to the topic/situation/ problem being studied

        • 6.D.2.a. Objective:

          Gather data

        • 6.D.2.b. Objective:

          Make and record observations

        • 6.D.2.c. Objective:

          Conduct surveys

    • 6.E. Topic / Indicator:

      Organize social studies information

      • 6.E.1. Indicator / Proficiency Level:

        Organize information from non-print sources

        • 6.E.1.a. Objective:

          Distinguish factual from fictional information

        • 6.E.1.b. Objective:

          Find relationships between gathered information

        • 6.E.1.c. Objective:

          Display information on various types of graphic organizers and charts

      • 6.E.2. Indicator / Proficiency Level:

        Organize information from print sources

        • 6.E.2.a. Objective:

          Distinguish factual from fictional information

        • 6.E.2.b. Objective:

          Find relationships between gathered information

        • 6.E.2.c. Objective:

          Display information on various types of graphic organizers, maps, and charts

    • 6.F. Topic / Indicator:

      Analyze social studies information

      • 6.F.1. Indicator / Proficiency Level:

        Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

        • 6.F.1.a. Objective:

          Compare information from a variety of sources

        • 6.F.1.b. Objective:

          Compare information to prior knowledge

        • 6.F.1.c. Objective:

          Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

    • 6.G. Topic / Indicator:

      Answer social studies questions

      • 6.G.1. Indicator / Proficiency Level:

        Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

        • 6.G.1.a. Objective:

          Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

        • 6.G.1.b. Objective:

          Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

Maine: Prekindergarten Standards

Article Body

  • ME.A. Content Standard: Applications of Social Studies Processes, Knowledge, and Skills

    Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

    • A.1. Performance Indicator: Researching and Developing Positions on Current Social Studies Issues

      Students identify and investigate research questions related to social studies by locating, organizing, and sharing information.

      • A.1.a. Grade Level Example:

        Identify questions related to social studies.

      • A.1.b. Grade Level Example:

        Follow an established procedure for locating sources appropriate to reading level.

      • A.1.c. Grade Level Example:

        Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs.

      • A.1.d. Grade Level Example:

        Organize findings.

      • A.1.e. Grade Level Example:

        Share information gathered using oral and visual examples.

    • A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills

      Students make individual and collaborative decisions on matters related to social studies using research and discussion skills.

      • A.2.a. Grade Level Example:

        Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills, and relevant information.

    • A.3. Performance Indicator: Taking Action Using Social Studies Knowledge and Skills

      Students select, plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the project's potential civic contribution.

  • ME.B. Content Standard: Civics and Government

    Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

    • B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

      Students understand key ideas and processes that characterize democratic government in the community and the United States.

      • B.1.a. Grade Level Example:

        Describe and provide examples of democratic ideals.

      • B.1.b. Grade Level Example:

        Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.

      • B.1.c. Grade Level Example:

        Identify community workers and volunteers and the roles they play in promoting the common good.

    • B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

      Students understand the concepts of rights, duties, responsibilities, and participation.

      • B.2.a. Grade Level Example:

        Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.

      • B.2.b. Grade Level Example:

        Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.

    • B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

      Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.

      • B.3.a. Grade Level Example:

        Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions.

      • B.3.b. Grade Level Example:

        Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.

  • ME.C. Content Standard: Economics

    Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

    • C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

      Students understand the nature of economics as well as key foundation ideas.

      • C.1.a. Grade Level Example:

        Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.

      • C.1.b. Grade Level Example:

        Describe how money is earned and managed in order to buy goods and services and save for the future.

    • C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

      Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.

      • C.2.a. Grade Level Example:

        Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.

      • C.2.b. Grade Level Example:

        Describe the work and contribution of various groups to the economics of the local community in the past and present.

  • ME.D. Content Standard: Geography

    Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

    • D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

      Students understand the nature and basic ideas of geography.

      • D.1.a. Grade Level Example:

        Explain that geography is the study of the Earth's surface and peoples.

      • D.1.b. Grade Level Example:

        Create visual representations of the immediate neighborhood and community.

      • D.1.c. Grade Level Example:

        Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.

    • D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

      Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.

      • D.2.a. Grade Level Example:

        Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations.

  • ME.E. Content Standard: History

    Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

    • E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

      Students understand the nature of history as well as key foundation ideas.

      • E.1.a. Grade Level Example:

        Describe history as ''stories'' of the past.

      • E.1.b. Grade Level Example:

        Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically-based traditions.

      • E.1.c. Grade Level Example:

        Identify past, present, and future in stories, pictures, poems, songs, or videos.

      • E.1.d. Grade Level Example:

        Apply terms such as ''before'' and ''after'' in sequencing events.

      • E.1.e. Grade Level Example:

        Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.

    • E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

      Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.

      • E.2.a. Grade Level Example:

        Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts.

      • E.2.b. Grade Level Example:

        Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.

Louisiana: Prekindergarten Standards

Article Body

  • LA.GLE.PK. Content Standard: Grade Level Expectations - Social Studies

    • PK.1. Benchmark / Gle: Geography

      The World in Spatial Terms: Identify representations of roads, bodies of water, and buildings in play activities (PK-CSS-G1) (G-1A-E1)

    • PK.2. Benchmark / Gle: Geography

      The World in Spatial Terms: Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives) (PK-CSS-G3) (G-1A-E2)

    • PK.3. Benchmark / Gle: Civics

      Roles of the Citizen: Identify community workers and their jobs (PK-CSS-C1) (C-1D-E3) (C-1D-E4)

    • PK.4. Benchmark / Gle: Civics

      Roles of the Citizen: Discuss ways people can help each other (e.g., sharing, paying attention, taking turns) (PK-SE-C1) (C-1D-E4)

    • PK.5. Benchmark / Gle: Civics

      Roles of the Citizen: Participate in patriotic activities (PK-CSS-C2) (C-1D-E4)

    • PK.6. Benchmark / Gle: Economics

      Fundamental Economic Concepts: Demonstrate an awareness of the uses of money in play activities (PK-CSS-E1) (E-1A-E3)

    • PK.7. Benchmark / Gle: History

      Historical Thinking Skills: Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow (PK-CSS-H1) (H-1A-E1)

Kentucky: Prekindergarten Standards

Article Body

  • KY.1. Category: Social Studies

    Demonstrates basic understanding of the world in which he/she lives

    • 1.1. Goal / Understandings / Subdomain:

      Child differentiates between events that happen in the past, present and future

      • 1.1.1. Ae / Skills & Concepts / Organizer:

        Child recognizes the beginning and end of an event.

      • 1.1.2. Ae / Skills & Concepts / Organizer:

        Child recalls information about the immediate past.

      • 1.1.3. Ae / Skills & Concepts / Organizer:

        Child develops awareness that events occurred before the child's birth.

      • 1.1.4. Ae / Skills & Concepts / Organizer:

        Child explores changes over time in environment by comparing pictures and hearing stories about the way something or someone looked in the past compared to now.

      • 1.1.5. Ae / Skills & Concepts / Organizer:

        Child describes or represents a limited series of events in the correct sequence.

      • 1.1.6. Ae / Skills & Concepts / Organizer:

        Child experiments with general terms related to the elements of time.

      • 1.1.7. Ae / Skills & Concepts / Organizer:

        Child makes predictions about what may occur.

    • 1.2. Goal / Understandings / Subdomain:

      Child uses environmental clues and tools to understand surroundings

      • 1.2.1. Ae / Skills & Concepts / Organizer:

        Child distinguishes and describes characteristics of the physical environment.

      • 1.2.2. Ae / Skills & Concepts / Organizer:

        Child distinguishes different environments by the people or signs that are a part of that environment.

      • 1.2.3. Ae / Skills & Concepts / Organizer:

        Child recognizes and uses a variety of objects and materials that represent the environment.

      • 1.2.4. Ae / Skills & Concepts / Organizer:

        Child shows interest in investigating geography tools.

    • 1.3. Goal / Understandings / Subdomain:

      Child shows an awareness of fundamental economic concepts

      • 1.3.1. Ae / Skills & Concepts / Organizer:

        Child recognizes the relationship between supply and demand and depends on others to provide for wants and needs.

      • 1.3.2. Ae / Skills & Concepts / Organizer:

        Child recognizes and uses objects for barter or trade.

      • 1.3.3. Ae / Skills & Concepts / Organizer:

        Child recognizes the use of money as a means of exchange.

    • 1.4. Goal / Understandings / Subdomain:

      Child knows the need for rules within the home, school and community

      • 1.4.1. Ae / Skills & Concepts / Organizer:

        Child identifies examples of authority.

      • 1.4.2. Ae / Skills & Concepts / Organizer:

        Child understands there are consequences for actions.

      • 1.4.3. Ae / Skills & Concepts / Organizer:

        Child recognizes there are different rules for different places.

      • 1.4.4. Ae / Skills & Concepts / Organizer:

        Child follows routines with little supervision.

      • 1.4.5. Ae / Skills & Concepts / Organizer:

        Child follows rules applicable to the situation with little supervision.

    • 1.5. Goal / Understandings / Subdomain:

      Child understands the roles and relationships within his/her family

      • 1.5.1. Ae / Skills & Concepts / Organizer:

        Child recognizes the roles within his/her home.

      • 1.5.2. Ae / Skills & Concepts / Organizer:

        Child knows place in family structure.

      • 1.5.3. Ae / Skills & Concepts / Organizer:

        Child uses familiarity of immediate surroundings to make sense of the world.

    • 1.6. Goal / Understandings / Subdomain:

      Child knows that diversity exists in the world

      • 1.6.1. Ae / Skills & Concepts / Organizer:

        Child describes self and compares own descriptions with others' descriptions.

      • 1.6.2. Ae / Skills & Concepts / Organizer:

        Child identifies and recognizes gender.

      • 1.6.3. Ae / Skills & Concepts / Organizer:

        Child recognizes that people differ in language, dress, food, etc.

      • 1.6.4. Ae / Skills & Concepts / Organizer:

        Child recognizes and identifies differences in personal characteristics and family makeup.

      • 1.6.5. Ae / Skills & Concepts / Organizer:

        Child recognizes that different people have different roles and jobs in the community.

      • 1.6.6. Ae / Skills & Concepts / Organizer:

        Child recognizes and accepts similarities and differences.

Illinois: Prekindergarten Standards

Article Body

  • IL.14. State Goal / Strand: Social Science

    Understand political systems, with an emphasis on the United States.

    • 14.A. State Goal / Learning Standard:

      Understand and explain basic principles of the United States government.

      • 14.A.EC. Learning Standard / Performance Descriptor:

        Recognize the reasons for rules.

    • 14.C. State Goal / Learning Standard:

      Understand election processes and responsibilities of citizens.

      • 14.C.EC. Learning Standard / Performance Descriptor:

        Participate in voting as a way of making choices.

    • 14.D. State Goal / Learning Standard:

      Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

      • 14.D.EC. Learning Standard / Performance Descriptor:

        Develop an awareness of roles of leaders in their environment.

  • IL.15. State Goal / Strand: Social Science

    Understand economic systems, with an emphasis on the United States.

    • 15.A. State Goal / Learning Standard:

      Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

      • 15.A.EC. Learning Standard / Performance Descriptor:

        Identify community workers and the services they provide.

    • 15.D. State Goal / Learning Standard:

      Understand trade as an exchange of goods and services.

      • 15.D.EC. Learning Standard / Performance Descriptor:

        Begin to understand the use of trade to obtain goods and services.

  • IL.16. State Goal / Strand: Social Science

    Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

    • 16.A. State Goal / Learning Standard:

      Apply the skills of historical analysis and interpretation.

      • 16.A.EC. Learning Standard / Performance Descriptor:

        Recall information about the immediate past.

  • IL.17. State Goal / Strand: Social Science

    Understand world geography and the effects of geography on society, with and emphasis on the United States.

    • 17.A. State Goal / Learning Standard:

      Locate, describe and explain places, regions and features on the Earth.

      • 17.A.ECa. Learning Standard / Performance Descriptor:

        Locate objects and places in familiar environments.

      • 17.A.ECb. Learning Standard / Performance Descriptor:

        Express beginning geographic thinking.

  • IL.18. State Goal / Strand: Social Science

    Understand social systems, with an emphasis on the United States.

    • 18.A. State Goal / Learning Standard:

      Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

      • 18.A.EC. Learning Standard / Performance Descriptor:

        Recognize similarities and differences in people.

    • 18.B. State Goal / Learning Standard:

      Understand the roles and interactions of individuals and groups in society.

      • 18.B.EC. Learning Standard / Performance Descriptor:

        Understand that each of us belongs to a family and recognize that families vary.

Georgia: Prekindergarten Standards

Article Body

  • GA.SS1. Strand/topic: Social Studies Development

    Children will develop an appreciation of his/her role as a member of the family, the classroom, and the community

    • SS1a. Standard:

      Begins to understand family structures and roles (SSKE1, SSKE2)

    • SS1b. Standard:

      Participates in classroom jobs and contributes to the classroom community (SSKE1, SSKE2)

    • SS1c. Standard:

      Becomes aware of the roles, responsibilities and services provided by community workers (SSKCG2, SSKE1)

    • SS1d. Standard:

      Becomes aware of family and community celebrations and events (SSKH1, SSKG1)

  • GA.SS2. Strand/topic: Social Studies Development

    Children will develop a respect for differences in people

    • SS2a. Standard:

      Identifies similarities and differences among people (SSIP 1)

    • SS2b. Standard:

      Demonstrates an emerging awareness and respect for culture and ethnicity (SSKG1)

    • SS2c. Standard:

      Demonstrates emerging awareness and respect for abilities (SSIP 1, SSKCG2)

  • GA.SS3. Strand/topic: Social Studies Development

    Children will express beginning geographic thinking

    • SS3a. Standard:

      Identifies common features in the home and school environment (SSKG2, SSKG3)

    • SS3b. Standard:

      Creates simple representations of home, school, or community (SSKG2, SSKG3, SSMG1)

    • SS3c. Standard:

      Uses and responds to words to indicate directionality, position, and size (SSMG1)

    • SS3d. Standard:

      Develops awareness of the community, city, and state in which he/she lives (SSKH2, SSKG2, SSKG3)

    • SS3e. Standard:

      Recognizes characteristics of other geographic regions and cultures (SSKG2, SSKG1)

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