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Social Studies Kindergarten

Social Studies 
THEME: Awareness of Self In a Social Setting
ALASKA THEME: Knowing My Alaskan School
 Grade K

This list may be customized for individual lesson plans and records.  Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year.  For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports.   Items that meet the Alaska Cultural Standards are marked with an asterisk (* ).

 CONTENT LIST  GeographyGovernmentHistoryCultural
Basic geographic concepts     
Cultural diversity     
Home/family     
Introduction to maps and globes     
Physical environment of school     
Rules for social relationships     
School     
Self     
Self and family     
Self in relation to others in a social setting     

The major focus of the kindergarten program is to provide socialization experiences that help children bridge their home lives with the group life of the school.  Learning about the physical and social environments of the school may, therefore, be different for individual children.  Nevertheless, they all need to begin to learn the reasons for rules as required for orderly social relationships.  Awareness of self should be developed through face-to-face relationships with others in social settings.  It is important at this level to provide children with successful experiences to help them develop self-esteem.  Some structured experiences to sensitize children to a world of many diverse peoples and cultures need to be included.  For example, life in their Alaskan school may be compared and contrasted with the school and culture in Alaskan Native villages.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY
• No Mastery items at this grade level

DEVELOPMENTAL
Geography
• Use a spatial perspective to study home and school by identifying, making, and comparing maps. (A1, A2)
• * Describe human and geographic characteristics of home and school. (B1)
• * Identify and compare similarities and differences between home and school. (B2)
• * Identify symbols (e.g., safety, school, and culture). (B5)
• * Name, identify, and characterize local places. (B2)

Government
• Explore rules and the reasons for their existence. (E4)
• Analyze the rights, responsibilities, and roles of the individual in a class setting. (E2)
• Examine the extrinsic and intrinsic value of classroom participation. (E6)
• Explore the fundamental ideas of privacy, property, equality, and responsibility. (A2)
• Recognize the role of the individual in class rules and resolving conflicts. (E7)
• Explore types of authority. (A)
• Explore roles of individuals within families and classroom. (B2)
• Begin to explore democratic process. (E3)
• Participate in classroom service. (E2, E6)

History
• Explore and discuss family traditions. (A4, A8)
• Identify cultural diversity. (A6)
• * Explore personal history. (B4, D1)
• * Compare and contrast how families address similar needs and concerns. (B1)
• * Recognize that personal history is a bridge to understanding self and others. (A8)
• * Know that cultural elements including language, literature, the arts, music, and customs reflect the attitudes and beliefs of a specific time. (A6)
• * Understand that people, places, and ideas experience continuity and change through time. (A9)

ENRICHMENT
Geography
• Investigate how the earth’s features impact human settlements, structures, and activities.
• Explore how human and physical systems interact; include use and modification.
• Identify the diversity and productivity of environments.
• Use geographical perspectives to investigate individual interests.

Government
• Examine persisting issues involving the rights of others.
• Identify causes, consequences, and possible solutions to classroom issues.

History
• * Place significant ideas, institutions, people, and events within time sequences.

* Meets Cultural Standards

POSSIBLE ACTIVITIES
Geography
• Begin to differentiate “right” and “left.”
• Explore the use of toys to create “map” perspectives.
• Construct personal experience maps of home and school.
• Locate Alaska and own community on a globe and several different maps.
• When discussing other places and cultures, locate their origins on maps and globes.
• Experiment with various media and tools to create maps.
• Begin to identify and create models of various local landforms.
• Observe and record seasonal changes at school and home.
• Explore and examine artifacts, music, costumes, languages, stories, food, and art of varied cultures.
• Learn names, locations, and uses of various places within the school.
• Learn the name of local community and state.
• Create a visual representation of our community.
• Brainstorm similarities and differences between local and nearby communities.
• Discuss and graph daily weather.
• Investigate local environment and the plants, animals, and other natural resources that it provides and supports.
• Investigate activities that occur within local environments.
• Learn about clothes and activities appropriate for local weather and seasons.
• Examine transportation and how it impacts our community.
• Investigate and record various kinds of shelter in our community.
• Share personal experiences surrounding travel and living in other geographical locations.
• Survey classmates and family members about favorite places to vacation and/or work. Organize information in a way to make comparisons and discuss results.

Government
• Throughout the year, discuss ways to make life in the classroom more comfortable, pleasant, and productive by
• sharing and responsibly using materials and equipment;
• taking responsibility for assigned classroom jobs;
• respecting others’ rights and property;
• caring for classroom, school, and playground; and
• using respectful language and behavior.
• Participate in setting classroom rules to accomplish the above.
• Review, practice, evaluate, and revise classroom rules throughout the year. Draw and write about the rules. Role-play situations involving the rules.
• Learn, practice, and review school, playground, and bus rules throughout the year.
• Make a class list of ways to be a good learner at school.
• Explore through role-playing, discussion, and literature what is involved in being a good friend.
• Work cooperatively in a variety of group structures to accomplish many different kinds of tasks.
• Learn the name of the President of the United States.
• Conduct class interview of the school principal.
• Explore the roles of family members and how families work through literature, role-playing, and sharing personal experiences.
• Explore election process by voting on a variety of classroom choices and discussing pertinent local/national elections.
• Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art.
• Share multi-culture literature, music, and art.
• Participate in class survey on pertinent class or school issues.  Discuss results.
• Learn the “Pledge of Allegiance.”
• Learn patriotic songs, “George Washington” and “When the Flag Goes By.”
• Use media sources to follow current events of interest to students.
• Select a school problem and identify possible consequences and solutions.
• Learn about service and volunteering.  Participate in a school or community service project such as clean-up or recycling, collecting or volunteering at food bank, helping with community projects.
• Explore how money is used to meet needs at home and at school.
• Role-play buyer, seller, producer, and consumer.
• Develop and practice disaster drills at school and at home.

History

• Explore and share personal and family stories as history through speaking, drawing, dictated stories, role-playing, and dramatizations.
• Interview family and community members to learn how our lives have changed and/or remained the same over time.
• Practice asking and answering questions about own and classmates’ stories, experiences, observations, and literature.
• Make a personal record of significant life events using a variety of formats.
• Maintain a class calendar or timeline throughout the year, noting significant events.
• Keep a class photo album arranged in chronological order.
• Build time awareness (today, tomorrow, yesterday) into classroom activities.
• Observe and record own physical changes throughout the year with photos, growth charts, tooth loss records, etc.
• Record and celebrate academic growth throughout the year through collections of student work.
• Share literature representing different places and time periods, observing and identifying past and present through text and illustrations.
• Compare different authors’/artists’ records using art, literature, or children’s own memories of a common experience.
• Explore the traditions of family, cultural, and world holidays.
• Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students.
• Explore the arts to better understand personal, family, or community history.

ASSESSMENTS
• Demonstration of appropriate behaviors
• Group or individual projects and presentations
• Interviews
• Observations of student actions and participation
• Participation in discussions and activities
• Personal history writing, such as pictures or journals
• Personal maps
• Projects, work samples, and presentations
• Record of community service
• Rubrics
• Self assessment with a rubric

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