Kindergarten Social Studies Frameworks

Most five-year olds can begin to combine simple ideas into more complex relations. They have an interest in their community and the world outside their own. The social studies should provide a rich environment of printed materials to stimulate the development of literacy skills in meaningful contexts and include a variety of experiences to develop students' cognitive, physical, emotional, and social capacities.

EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…	Assess- ments HOW WELL	Enduring Understandings/ Essential Questions WHY
Primary: INDIVIDUAL DEVELOPMENT AND IDENTITY
A. Learning about Myself and My Classroom Community
History H1.1.1b Identify and analyze relationships between historical events	· Describe personal changes that occurred over time related to physical development, personal interests, and ideas about who he/she is and what he/she can do and achieve.	Adapt *Dig* *Deep* *CBA*	*How have I changed as I've grown?* *What makes me special?*
Civics C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal C2.2.1 Explain the purpose of rules and laws C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others	· Explain how one's feelings and actions can be similar or different from those of others. · Describe situations that are fair in relation to him/herself and others. · Identify classroom rules and explains how the rules balance the needs of individuals and groups. · Explain why it is important for people to work together to solve problems.		*How can we work together?* *Why do we have rules?*

Primary: INDIVIDUAL DEVELOPMENT AND IDENTITY

A. Learning about Myself and My Classroom Community

EALR Benchmarks:

WHAT

Evidence of Learning:

HOW

Students will be able to…

Assess- ments

HOW

WELL

Enduring Understandings/ Essential Questions

WHY

Students will come to their own understanding of the following questions:

History

H1.1.1b Identify and analyze relationships between historical events

· Describe personal changes that occurred over time related to physical development, personal interests, and ideas about who he/she is and what he/she can do and achieve.

Adapt

Dig

Deep

CBA

How have I changed as I've grown?

What makes me special?

Civics

C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal

C2.2.1 Explain the purpose of rules and laws

C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations

C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others

· Explain how one's feelings and actions can be similar or different from those of others.

· Describe situations that are fair in relation to him/herself and others.

· Identify classroom rules and explains how the rules balance the needs of individuals and groups.

· Explain why it is important for people to work together to solve problems.

How can we work together?

Why do we have rules?

EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…	Assessments HOW WELL	Enduring Understandings/ WHY Essential Questions
Primary: INDIVIDUAL DEVELOPMENT AND IDENTITY
B. The Food We Eat -
History H1.1.1b Identify and analyze relationships between historical events H2.1.1 Explain how an idea has affected the way people live H2.2.1 Describe instances in which new technology has led to changes in values, beliefs, and attitudes	• Compare and contrast the kinds of foods we eat today with foods eaten in the past. • Compare and contrast how foods are preserved and prepared today with the past. • Describes how technology has changed how people prepare and get food today.		*What foods do we eat today that were not available to people of long ago?*
Geography G3.1.1a Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)	• Explain that people in every culture may eat different foods because of location, culture, and personal taste. • Identify foods/meals that are eaten for special occasions and recognizes the diversity of foods/meals among families.	Adapt *People* *on the* *Move* *CBA*	*What foods do we eat today that were not available to people of long ago* *What are the kinds of decisions families have to make about food?*
Economics E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context. E2.2.1a Give an example of how laws and/or beliefs influence what is bought and sold E2.2.1b Recognize that economies distribute and exchange goods and services in different ways E2.3.1a Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell	• Explain that food is a basic need providing nutrients needed to build strong and healthy bodies. • Explain that people make choices about the food they eat based on cost of food, availability of food, family customs, religious beliefs and personal taste.		*What are the kinds of decisions families have to make about food?*
Unit(s) of your own choosing: The social studies frameworks were designed to focus on core understandings and skills and to allow teachers, schools, and districts to develop additional units to meet the specific needs and interests of their students.

Primary: INDIVIDUAL DEVELOPMENT AND IDENTITY

B. The Food We Eat -

EALR Benchmarks:

WHAT

Evidence of Learning:

HOW

Students will be able to…

Assessments

HOW WELL

Enduring Understandings/

WHY Essential Questions

Classroom-Based Assessment

Students will come to their own understanding of the following questions:

History

H1.1.1b Identify and analyze relationships between historical events

H2.1.1 Explain how an idea has affected the way people live

H2.2.1 Describe instances in which new technology has led to changes in values, beliefs, and attitudes

• Compare and contrast the kinds of foods we eat today with foods eaten in the past.

• Compare and contrast how foods are preserved and prepared today with the past.

• Describes how technology has changed how people prepare and get food today.

What foods do we eat today that were not available to people of long ago?

Geography

G3.1.1a Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region)

G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place)

G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)

• Explain that people in every culture may eat different foods because of location, culture, and personal taste.

• Identify foods/meals that are eaten for special occasions and recognizes the diversity of foods/meals among families.

Adapt

People

on the

Move

CBA

What foods do we eat today that were not available to people of long ago

What are the kinds of decisions families have to make about food?

Economics

E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context.

E2.2.1a Give an example of how laws and/or beliefs influence what is bought and sold

E2.2.1b Recognize that economies distribute and exchange goods and services in different ways

E2.3.1a Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell

• Explain that food is a basic need providing nutrients needed to build strong and healthy bodies.

• Explain that people make choices about the food they eat based on cost of food, availability of food, family customs, religious beliefs and personal taste.

What are the kinds of decisions families have to make about food?

Unit(s) of your own choosing: The social studies frameworks were designed to focus on core understandings and skills and to allow teachers, schools, and districts to develop additional units to meet the specific needs and interests of their students.

Social studies skills

Communications Frameworks Kindergarten

1.2 Interpersonal and Group Process Skills

Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues

Group Interaction Skills (Communication 3.1, 3.2, 3.3)

Identifies roles of different members of a group; serve in different roles in group

Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers

1.3 Critical Thinking

Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions

Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view, identifies main message and target audience (for example, current events, web sites, textbook selections, and primary sources)

Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action

Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line

Reading

See New Reading GLEs at www.k12.wa.us

Recounts information gained from books.

Interprets and uses pictures, labels, photographs

Writing

Drafts simple sentences reflecting own experiences and understandings

Writes labels, signs, or captions for drawings and models

Listening And Observing

Listens for information

Begins to identify a sequence

Focuses on illustrations for details

Presenting

Speaks in complete thoughts in class

Collaborating

Allows others to speak without unnecessary interruptions

Contributes to group discussions

Suggests solutions for problems