Social Studies Curriculum

Kindergarten 1

Course Description The New Jersey Core Curriculum Content Standards serves the basis for the kindergarten Social Studies curriculum. As students progress through the five units of study, there are areas of focus that examine: culture through friends and family, geography through areas in which we live, citizenship/workers in the community, and economics by exploring where things are made in the community as a means of supplying basic needs and wants. Finally, an exploration of history will reinforce concepts of then verses now, through inventions along with the use of timelines. Through the use of critical thinking, creative thinking, problem solving, metacognitive strategies, and meaningful discussions students will gather and reinforce the essential knowledge being presented throughout the school year.

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Educational Technology Standards 8.1.2.A.5, 8.1.2.B.1, 8.2.2.A.1, 8.1.2.D.1

 Technology Operations and Concepts Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.

 Creativity and Innovation Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

 Nature of Technology: Creativity and Innovation Describe how technology products, systems, and resources are useful at school, home, and work.

 Digital Citizenship Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

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21st-Century Life & Career Skills Standards 9.1.4.A.1, 9.1.4.A.2, 9.1.4.B.1, 9.1.4.B.2, 9.1.4.B.4, 9.1.4.B.5, 9.1.4.D.1, 9.2.4.A.1

Personal Financial Literacy  Income and Careers Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Identify potential sources of income.  Money Management Differentiate between financial wants and needs. Identify age-appropriate financial goals. Identify common household expense categories and sources of income. Identify ways to earn and save.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General

Processing

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Extra time for assigned tasks

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Extra Response time

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Adjust length of assignment

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Have students verbalize steps

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Timeline with due dates for reports and projects

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Communication system between home and school

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Provide lecture notes/outline

Comprehension •

Precise step-by-step directions

Recall •

Teacher-made checklist

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Use visual graphic organizers

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Short manageable tasks

Repeat, clarify or reword directions

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Brief and concrete directions

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Reference resources to promote independence

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Mini-breaks between tasks

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Provide immediate feedback

Visual and verbal reminders

Provide a warning for transitions

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Small group instruction

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Graphic organizers

Reading partners

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Emphasize multi-sensory learning

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Assistive Technology

Tests/Quizzes/Grading

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Computer/whiteboard

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Extended time

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Tape recorder

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Study guides

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Spell-checker

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Shortened tests

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Audio-taped books

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Read directions aloud

Behavior/Attention • • •

Organization •

Individual daily planner

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Display a written agenda

Simple and clear classroom rules

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Note-taking assistance

Frequent feedback

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Color code materials

Consistent daily structured routine

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Enrichment Accommodate Based on Students Individual Needs: Strategies • Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers • Unit Assessments, Chapter Assessments, Quizzes • DBQ, Essays, Short Answer • Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share • Projects, Portfolio, Presentations, Prezi, Gallery Walks • Homework • Concept Mapping • Primary and Secondary Source analysis • Photo, Video, Political Cartoon, Radio, Song Analysis • Create an Original Song, Film, or Poem • Glogster to make Electronic Posters • Tumblr to create a Blog

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Unit 1: Friends and Families Social Studies Grades K-4 New Jersey Core Curriculum Content Standards 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. A. Civics, Government, and Human Rights 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. B. Geography, People, and the Environment 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. D. History, Culture, and Perspectives 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. 6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

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Grade: K

Unit: I 4 weeks

Topic: Friends and Family Friends and family members play an important role in our lives. We have similarities and differences and can learn how to live together peacefully. Many families have different holidays that they celebrate.

NJCCCS: 6.1.4.A.14, 6.1.4.A.15, 6.1.4.B.2, 6.1.4.B.6, 6.1.4.D.12, 6.1.4.D.15, 6.1.4.D.17, 6.1.4.D.18, 6.1.4.D.20 CCSS: RL.K1, RL.K9, RI.K.10, W.K.1, W.K.2, SL.K.1, SL.K.4

NJDOE Student Learning Objectives

Essential Question

Tell what a family is and describe how members of a family relate to one another and work together. Standards: 6.1.A.4.14-15

What is a family? How do family members work and get along together?

Compare and contrast family structures and traditions. Standards: 6.1.A.4.14-15

How are families alike and different?

Sample Activities

Resources

Friends and Family Quilt: Draw and label a picture of the members of their family.

Friends and Neighbors Textbook: Unit 1-Friends & Family Lessons 1-5

Discuss why family members should get along and how they can solve problems. Venn Diagram: Compare two students’ family structures (whole group). In pairs, draw your family and talk about how your families are alike and different.

Family lesson ideas: http://www.scholastic.co m/teachers/lessonplan/we-are-family Friends and Neighbors Textbook: Finding Alike and Different p.18-19

Interdisciplinary Connections Writing/Art: Illustrations/labels (see Sample Activities) Reading/Writing/Art: Friends and Family book (see Unit Project)

Writing/Art: Illustrations/labels (see Sample Activities)

Family/Diversity lesson: http://www.tolerance.org/ lesson/every-familysame-every-familydifferent

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NJDOE Student Learning Objectives

Essential Question

Define friendship and What is a friend? What identify activities friends are the characteristics of a do together and how to get good friend? along. Standards: 6.1.A.4.14-15 6.1.4.D.20

Sample Activities Illustrate and label one thing you like to do with your friends. Discuss and Create ways to make new friends and things that make a person a good friend. Make a list, then role play scenarios for a few of them.

Resources Friends and Neighbors Textbook: Unit 1- Friends & Family Lessons 1-5

Interdisciplinary Connections Writing: Making a list and illustrations/labels (see Sample Activities)

Friends activites: http://www.teacherplanet. com/resource/friendship.p hp Stellaluna book activity: http://achievethecore.org/ file/1570&sa=U&ei=xBw aVOQjqI3sBrCygdgP&v ed=0CAoQFjAE&client= internal-udscse&usg=AFQjCNGff5lf dqS1X16KctisKqOXCel XFA Teacher activities and list of books: http://www.canlearn.com/ guides/5-5139.pdf

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NJDOE Student Learning Objectives

Essential Question

Sample Activities

Identify that there are traditions and celebrations that make our community diverse. Standards: 6.1.4.A.14 6.1.4.D.13,14,18

What are some celebrations seen around the world? How are they alike/different?

Discussion: Talk about the holidays that they celebrate and how they celebrate them. Make a graph using tally marks that shows how many students in the class celebrate a holiday mentioned. Compare/Contrast: Discuss 2 holidays and how they are alike/different.

Resources Celebrating Diversity activity: http://www2.mcrel.org/co mpendium/activityDetail. asp?activityID=46

Interdisciplinary Connections Math: Graphing (see Sample Activities) Reading/Writing: Compare/Contrast (see Sample Activities)

Eid/Ramadan activities: http://www.activityvillage .co.uk/eid http://www.timeanddate.c om/ Friends and Neighbors Textbook: Teacher ResourcesHolidays p.163-174

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Unit I Vocabulary alike different friend family celebration

Choose 1

Unit Project (Suggested) Illustrate and describe one tradition or celebration that you and your family engage in together. Present your picture and describe the tradition/celebration.

Unit Project (Suggested) Provided sentence stems, create a book depicting the things you do with family and friends. Assign one page a week for homework to illustrate and write about one activity/idea. Then create a front and back cover and put together with yarn/glue.

Sentence stem: My family and I _____________. Sample sentence stems: A family is ________. A friend is someone who _________. My family and I like to _____________. My friends and I like to ____________. My family and I can _________. My friends and I can _________.

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