kindergarten social studies course description kindergarten...kindergarten curriculum 38 boe...

Kindergarten Curriculum 34 BOE Approved 1-18-07

KINDERGARTEN SOCIAL STUDIES

COURSE DESCRIPTION

As a basis for strands found throughout the elementary social studies curriculum, kindergarten social studies is focused on introducing kindergartners to the various disciplines of social studies. Areas of study will include application of the democratic process, basic map and globe skills, developing historical awareness through ties to the past, analysis of culture, and basic economic concepts.


KINDERGARTEN

I. CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will apply democratic decision making in a classroom setting with respect for the rights of others and self.

By the end of Kindergarten, all students should know:

State and National Standards Correlations

By the end of Kindergarten, all students should be able to:


1. the basic principles of democratic decision making: identify alternatives, reflect, vote, and majority rule. (I/E)

SS 3, W, NSCG, CIV, NCSS

1. a. identify alternatives in a group setting. (I/E)

------------------------------------------------------------ 1. b. reflect on information given. (I/E) ------------------------------------------------------------ 1. c. vote. (I/E) ------------------------------------------------------------ 1. d. accept majority vote. (I/E) ------------------------------------------------------------ 1. e. describe how groups make decisions in

families and classrooms. (I/E)

SS, SM, PS 3.4, NCSS, W, NSCG, CIV ----------------- SS, W, NSCG, CIV, NCSS ----------------- SS, W, NSCG, CIV, NCSS -----------------SS, W, NSCG, CIV, NCSS ----------------- SS, W, PS 3.6, 3.7, NSCG, CIV, NCSS


2. respect for others and self is part of being

a responsible citizen. (I/E) SS 3, D, GE, W, NCSS, CIV, NHS, MCG, NCSS

2. demonstrate respect for individual rights and the common good. (I/E)

SS 3, D, SM 4, GE, W, NCSS, CIV, MCG

3. authority figures facilitate peaceful resolution of conflicts. (I)

SS 3, W, MCG, NCSS, NCSG, CIVITAS

3. accept an authority figure as a person in charge of safety. (I/E)

SS 3, SM 4, W, MCG, NCSS, NSCG, CIV

4. the basic principles of character education support good citizenship. (I)

SS 3, SM 4, GE, RE, D, MCG, NCSS, NHS, CIV

4. a. demonstrate responsibility, respect, perseverance/effort, caring, cooperation, honesty, courage, patience, self-control. (I)

------------------------------------------------------------ 4. b. set character related goals to become

responsible citizens. (I)

SS 3, SM 4, GE, RE, D, MCG, NCSS, NHS, CIV ----------------- SM 4, NCSS, MCG

5. characteristics of successful groups include members working towards a common goal and taking different responsibilities. (I)

SS 3, W, MCG, NHS, NCSS

5. a. work cooperatively. (I) ------------------------------------------------------------ 5. b. share supplies and ideas. (I) ------------------------------------------------------------ 5. c. participate in leadership roles such as line

leader. (I)

SS 3, SM 1, W, NCSS ----------------- SS 3, SM 1 ----------------- SS 3, SM 1, W, NCSS, CIV

6. identify why laws and rules are made. (I) MCG, CIV, NSCG, NCSS, SS 3

7. identify how laws are carried out and enforced. (I)

MCG, SS 3, NSCG, CIV, NCSS, NHS


A. FACILITATING ACTIVITIES CCO I: The student will apply democratic decision making in a classroom setting with respect for the rights of others and self. ESSENTIAL QUESTION: What are our rights and responsibilities as a “citizen in my world?” The student will: 1. participate in a class discussion asking students to reflect on a time when they used the democratic process outside of

school (i.e. voting in family vacations, a restaurant, what movie they want to go see, etc.) Students will share responses in a class meeting, where the teacher will facilitate linking the personal experiences to democratic decision making, majority rule, and voting process. (I C1, I P1e)

2. participate in the voting process. The class will brainstorm an issue (i.e. too much talking, speaking out, staying in their chair, etc.). Discuss the issue at hand and brainstorm the solutions. Students will discuss the pros and cons of each solution. Students will engage in the voting process by voting on the solutions, participating in a reflection activity to connect the simulation back to the voting process and acceptance of majority vote. (I C1, I P1a, I P1b, I P1c, I P1d)

3. engage in the voting process and democratic decision making by making choices in their classroom activities (such as what book to read, the order the daily schedule will follow, “Free Choice Friday,” etc.) and participate in a discussion about the common good (respecting what the class chose), majority rule, and voting process. (I C1, I P1a, I P1b, I P1c, I P1d, I P2a)

4. discuss and select a list of classroom rules/consequences by brainstorming potential rules/consequences, discussing strengths and weaknesses of the rules/consequences, and narrowing them down to the list they will use for the year. As a follow up, students will draw/write a sentence of what the classroom would look like with the rules (i.e. use a teacher made book consisting of one rule per page on which the students will represent themselves following that rule.) Students will share their drawings/writings with the class while they identify why laws are made and enforced as well as how they provide for the common good. (I C1, I P1a, I P1b, I P1c, I P2)


5. be introduced to an authority figure (i.e. police officer, fire fighter, principal, etc.) and participate in a presentation from the

authority figure. Post-presentation, students will reflect on the characteristics of an authority figure with questions such as “What is an authority figure?,” “How does this person keep you safe?” Students will brainstorm other examples of authority figures in their lives (i.e. teachers, coaches, parents, etc.) and address the similar characteristics these authority figures have that make them feel safe. (I C3, I P3) Extension Activity: Role play an authority figure. The student will role play an exchange between an authority figure and a citizen while resolving teacher suggested conflicts (i.e. police officer – missing bicycle, fire fighter – fire in the kitchen, teacher – problem on the play ground, parent – bedtime). Post role-play, students will answer questions such as “As an authority figure, how did you know what to do to protect the person?,” “As a citizen, what did the authority figure do to make you feel safe?” (I C3, I P3)

6. view photographs of current and past presidents (or other authority figures) as well as listen to books about how they enforce rules or laws. Students will participate in a class discussion on how the pictures and literature reveal the role of an authority figure, why laws or rules are made, and how they are carried out and enforced. Students will reveal their understanding by responding to the prompt “If I were President (or other authority figure), I would _____.” (Answers should be focused on actions for the common good.) (I C3, I C6, I C7, I P2, I P5b)

7. discuss the character education focus words daily during “Calendar Time” giving examples of how they show good citizenship in their daily lives at home, school, and within the community. (i.e. caring for a family member, assisting a parent, cooperating at school while sharing supplies, self-control at the grocery store candy aisle) Students will share a citizenship goal with the teacher. (I C4, I C4a, I C4b)

8. engage in class discussion about successful work groups (members working toward a common goal and taking different responsibilities). Students will participate in and complete class jobs as part of their individual responsibilities to the whole group’s common goal of a successful learning environment. As students rotate through their class jobs, they should be guided in reflection on the common goal of a successful learning environment and the need for participating in leadership roles and working cooperatively. (I C5, I P5a, I P5c) Extension Activity: Discuss and compare rules of the past with rules of the present. Students will listen to rules from The School of Manners (17th Century) such as “Bow when you come in the door and take off your hat.,” “No talking or fighting in school.,” “Be quiet, peaceful, and silent.,” “If the teacher speaks to you, stand up and bow.,” “A boys tongue should never be heard in school, unless answering a question or repeating.,” “Never approach your parent unless you bow first.,” “Do not argue with your parents.,” “Do not sing or hum in your mouth when there is company present.” Students will complete a compare/contrast Venn diagram to reveal their understanding of the similarities and differences of the rules, as well as how things change over time.


9. participate in the “buddy system” with another grade to work cooperatively playing a game such as Chutes and Ladders,

Candy Land, UNO, etc. After the game, the students will discuss the need for fairness, rules, respect of others, patience, self-control, cooperation, and honesty in order to be a responsible member of a group. (I C2, I C6, I P5a, I P5b)

10. discuss who are our school workers and what are their jobs. How do they help us? Students can discuss and select ways to demonstrate appreciation for the workers who make school a safe and caring place to be (e.g. draw pictures or make a sign to thank people in the school community who help them, take pictures of workers at school and make a class book). (I C3, I P3, I C2)

11. listen to stories such as The Little Red Hen and The Little Engine That Could and discuss the character traits of the characters in the story and how the characters may have responded differently. (I C4, I P1b, I P4a)

12. participate in a class meeting to brainstorm why rules are needed at school and at home. Students will list examples of rules that are important at home and rules that are important at school and discuss the positive benefits of the rules and the possible consequences for not following them. Students will draw a picture of what they feel is the most important rule. (I C6)


B. APPLICATION LEVEL ASSESSMENT CCO I: The student will apply democratic decision making in a classroom setting with respect for the rights of others and self. STUDENT TASK: The student will: 1. understand the basic principles of democratic decision making, identify alternatives, reflect, vote, and majority rule. (I C1) 2. identify alternatives in a group setting. (I P1a) 3. reflect on information given. (I P1b) 4. vote. (I P1c) 5. accept majority vote. (I P1d) 6. understand respect for others and self is part of being a responsible citizen. (I C2) 7. accept an authority figure as a person in charge of safety. (I P3) TEACHER NOTES: This checklist will support the teacher when completing the social conduct section of the report card and developing narrative comments. Because of the ongoing nature of this ALA, students will need to be reminded of content and skills frequently throughout the year. It may be necessary to introduce the concepts individually to ensure student application of content and skills. Goals for behavioral outcomes related to the CCO’s should be set for the class as part of a class meeting. These goals should be posted on the wall (include picture cues for non-readers). Individual goals can be set as a means of differentiation and posted on the student’s desk. The checklist may be placed in individual assessment booklets/folders to track programs. SUGGESTED STUDENT PROMPT: 1. We are learning to participate in a democracy and work together as good classroom citizens.

I will use a chart to record examples of times that you use the skills we have learned. You will need to remember to use democratic decision making skills (give examples of steps), be a responsible citizen (give examples of steps), listen to authority figures and follow all safety rules (give examples of rules), work cooperatively toward classroom goals (give examples of tasks), and appropriately use public and private goods and supplies (give examples). I will use the chart to complete your scoring guide. (Share scoring guide and chart with the students.) To help you use the skills appropriately we will be setting class goals. I will post our classroom goals on the wall and your individual goal on your desk to help remind you.


ALA CHART FOR CCO I

Student Name:

Democratic decision

making skills

Respect for others and self

Accept authority figure and

implements safety

procedures

Work cooperatively

and accomplish a common goal

Appropriately uses public and private goods

(share supplies)

1 2

1 2 1 2 1 2 1 2

1 2

1 2 1 2 1 2 1 2

1 2

1 2 1 2 1 2 1 2

1 2

1 2 1 2 1 2 1 2

TEACHER NOTES:


SCORING GUIDE

CCO I: The student will apply democratic decision making in a classroom setting with respect for the rights of others and self.

4 3 2 1 The student exhibits the

specified content and skills appropriately and consistently.

The student exhibits the specified content and skills appropriately most of the time.

The student exhibits the specified content and skills appropriately some of the time.

The student does not appropriately exhibit the specified content and skills.

TEACHER COMMENTS:


KINDERGARTEN

II: CORE CONCEPTUAL OBJECTIVE: HISTORY The student will examine past and present to develop historical awareness.





1. people have personal ties to the past. (I) SS 2, R, NHS, NCSS

1. explore family history and gather sources to share with the class. (I)

SS 2, SM 1, NGS, NHS, NCSS, R

2. people learn about past events from a variety of sources. (I)

SS 7, R, NCSS, NHS

2. a. examine books, periodicals, art, artifacts, photographs, visual aids, and technology related resources. (I)

------------------------------------------------------------ 2. b. gather information from people (personal

interview). (I)

SS 7, SM 1, T, R, NGS, MCH, NCSS ----------------- R, SM 1, NCSS

3. people learn about the past through the use of symbols, poems, and songs (such as the United States flag and the Pledge of Allegiance). (I)

SS, MCH, NSCG, NHS, NCSS

3. identify the flag as a symbol of our country. (I/E)

SS, MCH, NSCG, NHS, NCSS


A. FACILITATING ACTIVITIES CCO II: The student will examine past and present to develop historical awareness. ESSENTIAL QUESTION: How do I connect to the past in my world? The student will: 1. interview a family member, or at least one generation removed (if possible), about their family history using questions such

as “What was a day like at school for you?,” “What was your parents’ job?,” “What sports did you play?” After answering the questions, gather an artifact representing the time period in which the family member lived (i.e. photographs, clothing, music, toys, dolls, cars, books, etc.) NOTE: items should not be valuable and do not have to be from the actual time period. Describe and explain the artifacts and discuss how they connect with the past (teacher may need to prompt students asking how the item has changed over time). This can be done as a student of the week activity. (II C1, II C2, II P1, II P2a, II P2b)

2. create a “birthday timeline” as a personal connection to the past (see appendix page 440). Students will share their timelines and discuss their special place and time in history by talking about sequence of events (see appendix page 441). (II C1, II C2, II P2a)

3. listen to the book Uncle Sam and Old Glory: Symbols of America and complete the symbols of the United States Worksheet (see appendix page444) then participate in a discussion reflecting on what the symbols of America are, what they represent, and how they are tied to our history. (II C3, II P3a, II P2a) Extension Activity: Given a grid with four boxes, students will draw a symbol representing themselves, a symbol representing their school, a symbol that represents Missouri, and a symbol of the United States. Discuss why they chose the symbols they did.

4. listen to the book The Pledge of Allegiance and discuss what the “Pledge of Allegiance” is, why it is recited, and what traditions are involved (i.e. hand over heart, stand facing the flag, take hats off). Recite the “Pledge of Allegiance” daily as school begins. (II C3, II P3b)

5. create a United States flag (use red and white one-inch long strips of paper, gold star stickers, and 11” x 18” blue construction paper) with fifty stars and thirteen stripes (seven red and six white). Discuss the symbolism the stripes and stars have as well as the fact that the entire flag is a symbol of the United States (teachers should reinforce the past/present connection of the stars and stripes). (II C2, II C3, II P3a)

6. use a Smart board to sort pictures of similar items from past and present. (II C2, II P2a)


7. read a book such as Long Ago or Then and Now and discuss how things change and things stay the same (for example:

people still need to get from place to place even though the method of transportation changes). Give an example of something that has changed. (II C2, II P2a) Extension Activity: Select a picture and dictate/write a sentence about how things have changed.

8. use words like first, next, last, past, and present while playing a game where the teacher makes statements for the student to respond to (for example: I just learned to talk., I play with my friends at school., I am driving a car.). Make a chart of a day’s events by putting pictures in order (the teacher can provide clip art or use digital photos taken throughout the day). Students then will complete a t-chart by drawing something they did in school in a past lesson in one column and something they are doing presently in the other column. (II C2, II P2a)


B. APPLICATION LEVEL ASSESSMENT CCO II: The student will examine past and present to develop historical awareness. STUDENT TASK: The student will: 1. learn about the past through the use of symbols, poems, and songs. (II C3) 2. identify the flag as a symbol of our country. (II P3) TEACHER NOTES: Administer ALA individually after students have had sufficient practice and feedback. The teacher may wish to print a color copy that can be laminated and used with a dry erase marker.


SUGGESTED STUDENT PROMPT: 1. Circle the United States flag.


SCORING GUIDE

CCO II: The student will examine past and present to develop historical awareness.

4 3 2 1 The student can identify

the United States flag independently.

The student can identify the United States flag with little prompting.

The student can identify the United States flag with significant prompting.

The student is unable to identify the United States flag.

TEACHER COMMENTS:


KINDERGARTEN

III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY The student will utilize basic map and globe skills.





1. a globe is a model of the Earth. (I) SS 5, NGS, MC, NHS, NCSS

1. a. locate land and water on a globe. (I/E) ----------------------------------------------------------------- 1. b. locate the United States on a globe. (I/E)

SS 5, NGS, MCG, NHS ------------------- SS 5, NGS, MCG, NHS

2. a map is a representation of a real place on the earth. (I)

SS 5, NGS, MC, NHS, NCSS

2. a. locate land and water on a world map. (I/E) ----------------------------------------------------------------- 2. b. locate the United States on a map. (I/E) ----------------------------------------------------------------- 2. c. locate Missouri on a United States map. (I) ----------------------------------------------------------------- 2. d. locate a place tied to personal history. (I) ----------------------------------------------------------------- 2. e. use Geographic Software. (I) ----------------------------------------------------------------- 2. f. mental mapping. (I)

SS 5, NGS, MCG, NHS ------------------- SS 5, NGS, MCG, NHS ------------------- SS 5, NGS, MCG, NHS ------------------- SS 5, NGS, NHS, NCE ------------------- T, SS 5, NGS, NHS, NCSS ------------------- SS 5, NGS, MCG


A. FACILITATING ACTIVITIES CCO III: The student will utilize basic map and globe skills. ESSENTIAL QUESTION: Where am I in the world? The student will: 1. learn and sing Land and Water (see appendix page 447). Discuss similarities and differences between maps and globes.

Students will investigate the shape of a globe and how a flat map of the Earth matches locations on a globe. Students will then contribute to a Venn diagram listing the similarities and differences between maps and globes. Then students will participate in a class discussion of the concept of land and water. (The teacher will ask “Looking at the globe and map, what color represents water and what color represents land?,” “Why do you think land is represented by the color green?,” “Why do you think water is represented by the color blue?”) Using a basic outline of the world map, the students will locate land and water by coloring land green and water blue (use MAPS 101, Nystrom series, or TCR Connections). (III C1, III P2a, III C2, III P1a)

2. toss a beach ball globe from student to student as the teacher prompts by asking “Is your thumb touching land or water?” Once each student has had one turn, students will discuss “How did you know what was land and what was water?” (III C1, III P1a) Extension Activity: Paint a styrofoam ball to represent land and water on a globe. After completing their own globe, students will consider the following questions: “Look at your globe. Do you have more land or water represented? Look at the “real” globe. Is there more water or land? How does my globe compare to the real globe?” (II C1, III P1a, III C2f)

3. examine a United States map (containing the outlining of individual states) during “calendar time” and discuss the United States borders and where the state of Missouri is located. As the year progresses, the students will locate the United States on both a globe and world map. (III C2, III P2b, III P1b, III P2c) Extension Activity: Circle land, water, and the United States during a smart board activity where the teacher will have slides including a picture of the globe, a world map, a picture of North America, and a map of the United States where the student will circle Missouri. (III C1, III P1b, III C2, III P2a, III P2b, III P2c)

4. investigate a place of family origin and locate the place on a map and globe (this can be done when the child is the “student of the week”). This “place in history” may be a country, state, or a city depending on how far back they go. The activity can be connected to CCO II and CCO V by asking questions regarding that particular place and time such as: “What was the place like?,” “Did they have different traditions?” The teacher will need to let parents know ahead of time so that they can discuss and help their child at home before the students have the opportunity to share with their class. (II C2, III P2d)


5. close their eyes and the teacher will ask the class to point to certain areas of the classroom such as classroom door,

teacher’s desk, calendar, windows, computer, etc. Students will discuss how they knew where those things were with their eyes closed and then participate in teacher led discussions about mental maps such as how the students know their way around the school, how their parents know their way around the grocery store, mall, neighborhood, and St. Louis. (III C2, III P2f)

6. create a mental map of objects placed on an empty student desk such as scissors, crayons, pencils, erasers, etc. (The teacher will tell the students to visualize where the objects are placed on the desk and think about how they are turned and what side of the desk the items are on. Then the teacher will lay a blanket over the desk and given the same objects, the students will place them in the same layout on their own desk.) (III C2, III P2f)

7. listen to the story Me on the Map, by Joan Sweeney. The teacher will then ask the students to close their eyes and visualize their bedroom as if they are standing in the doorway looking into their room. Teacher will prompt the students be asking “Where is your bed, dresser, toys, mirror, window, etc?” Students will draw a map of their bedroom from memory. (III C2, III P2f)

8. use interactive maps at http://kids.tcrconnections.net to click on the outline of the United States. Then when the outline map of the United States appears the student will click on the outline of Missouri. (The students can also color the United States and Missouri on the printable black line master.) (III C2, III P2b, III P2c)

9. stand on the state of Missouri on a large floor mat map or map painted on the playground. (III C2, III P2c) 10. take a tour of the school site to develop their awareness of their immediate surroundings. The students should make note of

landmarks (such as hallways, cafeterias, library, and gymnasium) by drawing pictures. Following the tour, the students will discuss their observations and develop a class map of the school. (III C2, III P2b) Extension Activity: The students could collect an artifact from each area visited (tray from cafeteria, ball from gymnasium). Working in groups the student could identify the authority figure connected with each artifact. (I C3, I P3)

11. after reading Look Up, Look Down, by Tana Hoban, discuss a map as a birds-eye view of a place (or a picture taken from above). The student will determine whether pictures in the book are from a bird’s eye view. Then students will place a toy bird on a simple classroom map. Students will discuss what the bird will see and the birds placement in the room. (III C2, III P2f)


B. APPLICATION LEVEL ASSESSMENT CCO III: The student will utilize basic map and globe skills. STUDENT TASK: The student will: 1. locate land and water on a map. (III P2a) 2. locate land and water on a globe. (III P1a) 3. locate United States of America on a globe. (III P1b) 4. locate United States of America on a map. (III P2b) TEACHER NOTES: Prior to the ALA, provide opportunities to practice locating land, water, and the United States on different maps and globes. Students must be assessed individually. SUGGESTED STUDENT PROMPT: 1. On the world map color the water blue. Find the United States and color it red. Now color all of the other land brown. 2. Using the globe, point to water and point to land. Now find and point to the United States.


SCORING GUIDE

CCO III: GEOGRAPHY

4 3 2 1 Locating land, water, and the United States on a map

Correctly locates land, water, and the United States on a simple outline map.

Correctly locates the United States and either land or water on a simple outline map.

Correctly locates land and water on a simple outline map.

Unable to locate land, water, and the United States on a simple outline map.

Locating land, water, and the United States on the globe

Correctly locates land, water, and the United States on a globe.

Correctly locates the United States and either land or water on a globe.

Correctly locates land and water on a globe.

Unable to locate land, water, and the United States on a globe.

TEACHER COMMENTS:


KINDERGARTEN

IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS The student will apply the concept of public vs. private goods to the classroom setting.





1. there are private and public goods and services. (I)

SS 4, W, CIV, JCEE, NCSS, MCE, EA

1. distinguish between public, private goods, and services found in the classroom and community. (I)

SS 4, W, CIV, JCEE, MCE, EA

2. there are a variety of authority figures (community helpers) who provide goods and services that are interrelated. (I)

SS 4, JCEE, CIV, MCE, W, EA


A. FACILITATING ACTIVITIES CCO IV: The student will apply the concept of public vs. private goods to the classroom setting. ESSENTIAL QUESTION: Who provides and who uses goods and services in our world? The student will: 1. discuss the difference between private and public goods using examples (such as a backpack being a private good or a

school bus being a public service). Students will brainstorm other private and public goods and discuss the differences between them by responding to prompts such as “Why is this public?,” Why is this private?” A discussion can take place regarding who is allowed to use private goods with permission. (IV C1, IV P1) Extension Activity: Cut out various pictures from magazines and make a page of public goods and a page of private goods. Students will explain to the class why they chose the pictures they did and what makes each picture a private or public good. (IV C1, IV P1)

2. write a sentence and draw a picture about a public good or service that they have experience with such as going to the Arch, a museum, or riding a school bus. (The teacher can prompt the students with sentence starters such as “I have seen _____.” or “I have gone to _____.”) Next, the students will write a sentence and draw a picture about a private good that they have shared such as toys. (The teacher can prompt students with a sentence starter such as “I shared my _____.”) The class will share their drawings/sentences and discuss why each is a public or private good. (The teacher can display drawings/sentences in the hallway or make a class book.) (IV C1, IV P1)

3. brainstorm the various jobs that students encounter throughout the day and explain how those jobs help them with their daily lives and how they provide a public service to the community. Students will then be provided with objects/pictures that symbolize a profession such as education, medical worker, law enforcement, chef, etc. Students will group/sort by profession using these objects/pictures and form groups based on what they do for the community. The class will then discuss similarities and differences among the groups. (IV C2) Extension Activity: Brainstorm with the class what would happen if one particular job didn’t exist. (The teacher can ask “What would happen in the community if we didn’t have doctors/police officers/firefighters/letter carriers/chefs/bankers, etc.?,” “How would things be the same/different?,” “Would certain jobs have to take on more responsibilities to help with the missing public service?”) (IV C2)

4. role play running errands as a family. Students will identify the community helpers they would encounter and identify the public goods and services that are provided. (IV C1, IV P1, IV C2)

5. collect pictures of people and places in the school and community. Then select a picture and write or dictate a sentence about the community helper and the goods or services they provide. (IV C1, IV P1, IV C2)


6. identify public and private goods and services in literature/trade books. Draw pictures representing the goods or services

and explain why they are public or private. (IV C1, IV P1)


KINDERGARTEN

V. CORE CONCEPTUAL OBJECTIVE: CULTURAL AWARENESS The student will examine culture as it affects self and others.





1. traditions help define who we are and help make us unique. (I)

SS 6, RE, MC, NCSS

1. share a tradition of their family, culture, or belief system. (I)

SS 6, SM 2, NCSS, NHS

2. groups of people share traditions. (I) SS 6, GE, RE, D, MC, NCSS

2. connect diverse cultural traditions to personal traditions. (I)

SS 6, SM 1, GE, RE, D, NCSS

3. all people have basic rights. (I) SS 6, GE, RE, D, MC, CIV, NSCG

3. a. identify and appreciate personal strengths. (I)

------------------------------------------------------------ 3. b. respect and appreciate the differences of

others. (I) ------------------------------------------------------------ 3. c. examine multiple perspectives. (I)

SS 6, GE, RE, D, CIV ------------------- SS 6, RE, CIV, GE, D, ------------------- SM 3.6, NCSS, NHS


A. FACILITATING ACTIVITIES CCO V: The student will examine culture as it affects self and others. ESSENTIAL QUESTION: How are we alike and different in our world? The student will: 1. after being asked “Could someone tell you that you are not allowed to go to school?,” “Could someone tell you that you are

not allowed to feel happy, sad, or angry?” discuss basic rights and rights students have in the classroom and within a community. (Example: If there is a conflict within the classroom, it is only fair that the teacher hears both sides of the story and comes to a fair agreement for the solution.) (V C3)

2. listen to We Are All Alike…We Are All Different, by the Cheltenham Elementary School Kindergarteners. Using the photographs from the story, describe how the kids in the story are alike and how they are different. Complete a Venn diagram to show the differences and similarities (with teacher assistance). (V P3b, V C2, V P2)

3. use a template (see appendix page 448) to draw a family tradition. (Example: Halloween, winter holidays, birthdays, vacations, restaurants, etc.) The student will write a sentence explaining their tradition and why it is special to their family. The student will share the tradition with the class (may be used for the student of the week). (V C1, V P1)

4. watch three videos from the Open Door Series or American Cultures for Children. Compare the daily lives of the children from the various countries and compare to their own experiences. (The teacher may ask questions such as “What is their school like?,” “How do they get to school?,” “What does their family do at meal time?,” “What do the kids do for fun?,” “Do the kids eat the same foods we do?”) Students will discuss similarities and differences in cultures and families. (V C2, V P1, V P2, V P3b) Extension Activity: Listen to various types of music from different countries including the United States. Discuss how music is the same/different in other parts of the world. (Teacher can use various videos (Open Door Series and American Cultures for Children) to demonstrate different dances to show that many cultures have traditional dances that they do at special events such as weddings.) (V P1, V P2)

5. listen to a story teller from a different culture (Example: Native American) and discuss how stories can change through time. Reading other stories such as Why Mosquitoes Buzz in People’s Ears: A Western African Tale by Verna Aardema or Anansi the Spider: A Tale from the Ashanti by Gerald McDermott, discuss similarities and differences among stories. (V C1, V P1, V C2, C P3c)


6. view photographs from books or the internet and/or watch various videos (Open Door Series and American Cultures for

Children) to see how children in different countries have different toys. (The teacher can ask “How are their toys are different than ours?,” “ How are their toys the same as ours?,” “Are all the toys made of the same material?,” “Do you think they have a Toys R Us?”) (V P3b)

7. after parents, grandparents, or OASIS volunteers to share family traditions from the past, discuss how people today might view the tradition. (V C1, V C2, V P1, V P3c)

8. decorate a star by writing or drawing personal strengths on the cut out. On the back of the star, classmates should list things they appreciate about the student. (V P3b, V P3a)

9. make a list of character traits they demonstrate in their own lives, giving examples. (Such as I am responsible when I remember to feed my dog.) (V P3a)

kindergarten social studies course description kindergarten...kindergarten curriculum 38 boe...

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