Courses of Study : Social Studies

Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 0
1 ) Sequence events using schedules, calendars, and timelines.

Examples: daily classroom activities, significant events in students' lives

•  Differentiating among broad categories of historical time
Examples: long ago, yesterday, today, tomorrow

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Create a timeline showing the significant events in their lives.
  • Distinguish between yesterday, today and tomorrow, and name the days of the week which apply to each.
  • Sort key events, including personal primary sources into categories such as "long ago", "yesterday", and "tomorrow".
  • Understand that the daily classroom schedule helps them know where to go and when.
Teacher Vocabulary:
  • schedule
  • calendar
  • timeline
  • event
  • history
  • sequence
  • yesterday
  • long ago
  • tomorrow
Knowledge:
Students know:
  • The difference between today (present), tomorrow (future) and yesterday (past, or history).
  • The names of the days of the week, and the order in which they come.
  • A year is divided into months, and has heard the names of the months repeatedly .
  • Vocabulary: long ago, yesterday, today, tomorrow, history, schedule, calendar, timeline, later, future, before, after
Skills:
Students are able to:
  • List events in their lives in the order in which they occurred.
  • Identify a calendar and know that each square or number on the calendar represents a day.
  • Name the present month .
  • Answer questions about their daily schedule:
    • Does recess come before or after lunch?
    • Do they go to library everyday?
    • Do they go to lunch everyday?
  • Identify events that happened a long time ago through the use of personal primary sources.
Understanding:
Students understand that:
  • Time is measurable and ongoing.
  • There are events in their lives that have already happened (past), events that are happening or will happen today (present), and events that will happen later (in the future).
  • Some events have happened in their lifetime and some events happened long ago.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.1- With prompting and support, sequence events.
SS.AAS.K.1a - Identify long ago, yesterday, today, tomorrow.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 2
Classroom Resources: 2
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Create a visual representation of their immediate family that demonstrates each member's role within the family.
  • Perform assigned classroom job. Recite a classroom rule when prompted by the teacher.
  • Demonstrate proper care for their belongings and the belongings of others.
Teacher Vocabulary:
  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role
Knowledge:
Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills:
Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.
Understanding:
Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.2- Describe how to take care of personal belongings and respect the property of others; how to follow rules and recognize consequences of breaking rules; how to take responsibility for assigned duties.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 0
3 ) Describe how rules provide order, security, and safety in the home, school, and community.

•  Constructing classroom rules and procedures
•  Determining consequences for not following classroom rules and procedures
Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Name a rule that protects his or her safety in each of these environments: the classroom, the home, the school, and the community.
  • Identify consequences when the rule is not followed.
  • Name a procedure that helps maintains order in each of these environments: classroom, school, home, community.
  • Student can explain consequences when this procedure is not followed.
Teacher Vocabulary:
  • order
  • security
  • safety
  • construct
  • consequence
  • procedure
  • obey
  • rule
Knowledge:
Students know:
  • The classroom has rules that, when followed, help everyone learn.
  • Following the rules and respecting others should result in positive benefits.
  • The difference between a rule and a procedure.
  • Vocabulary: rule, procedure, order, security, safety, consequence, construct
Skills:
Students are able to:
  • Perform classroom and school procedures as prompted by the teacher.
  • Recite the classroom rules and the consequences of breaking a particular rule.
  • Participate in the creation of classroom rules.
  • Participates in the discussion of community rules and laws.
Understanding:
Students understand that:
  • Rules exist in the classroom as well as the school, home, and the community.
  • Rules are necessary for people to live and work together.
  • There are consequences to breaking the rules.
  • Procedures are guides that show us how to do things in the most effective way.
  • Procedures are used often, sometimes daily, in the school, class, home and community in order to be efficient and to know what is expected of them.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.3- Engage in conversations about home, school, and community rules and procedures and why they are important.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 1
Learning Activities: 1
4 ) Differentiate between needs and wants of family, school, and community.

•  Comparing wants among different families, schools, and communities
Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Distinguish between needs and wants.
  • List the needs of a family, school, and community.
  • Distinguish between personal wants and the needs of the family and community.
  • Demonstrate effective decision making when faced with a want verses a need.
Teacher Vocabulary:
  • needs
  • wants
  • desire
  • compare
  • contrast
  • choice
  • survive
Knowledge:
Students know:
  • People need certain things to live.
  • There are things they want but are not necessary.
  • Not all wants can be fulfilled.
  • Vocabulary: choice, need, want, survive, desire, compare, contrast
Skills:
Students are able to:
  • Recite items that are needs.
  • Recite items that are wants.
Understanding:
Students understand that:
  • There is a difference between a want and a need.
  • Not all wants can be fulfilled.
  • Choices usually have to be made when considering things they want.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.4- Demonstrate an understanding of the terms "needs" and "wants" by sorting pictures and/or words using a variety of graphic organizers.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 0
5 ) Differentiate between goods and services.

Examples: goods—food, toys, clothing

services—medical care, fire protection, law enforcement, library resources

Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Identify examples of goods.
  • Identify examples of services.
  • Sort goods from services.
Teacher Vocabulary:
  • goods
  • services
  • produce (to make or create)
Knowledge:
Students know:
  • The differences between goods and services.
  • Vocabulary: goods, services, produce
Skills:
Students are able to:
  • Distinguish between goods and services.
  • List goods they receive.
  • List services they receive.
Understanding:
Students understand that:
  • There is a difference between goods and services.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.5- Demonstrate an understanding of the terms "goods" and "services" by sorting pictures and/or words using a variety of graphic organizers.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 5
Classroom Resources: 5
6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

Insight Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Describe a tradition of their culture including the food, clothing, activities, etc. that are part of it.
  • Identify the similarities and differences among various cultural traditions.
Teacher Vocabulary:
  • compare
  • contrast
  • culture
  • celebration
  • tradition
Knowledge:
Students know:
  • Individuals, families, and communities mark special days or events in a variety of ways.
  • Cultures are celebrated in different ways.
  • Cultures follow a variety of traditions.
  • Vocabulary: celebration, tradition, culture
Skills:
Students are able to:
  • Identify celebrations and traditions within their culture.
  • Recognize celebrations and traditions of other cultures.
Understanding:
Students understand that:
  • There are cultural similarities and differences among individuals, families, and communities.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.6- With prompting and support, discuss and recognize the fact that individuals, families, and communities have similarities and differences in culture including what they eat, choose to celebrate, and traditions they follow.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
7 ) Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Describe duties and responsibilities of school personnel.
  • Identify community helpers and match them with the job they perform for the community.
Teacher Vocabulary:
  • leader
  • principal
  • custodian
  • volunteer
  • rescue
  • helper
Knowledge:
Students know:
  • There are many adult helpers and leaders at our school and in our community.
  • Each person has a different job and/or responsibility.
  • Vocabulary: principal, custodian, volunteer, rescue
Skills:
Student are able to:
  • Identify and call by role various adult helpers and leaders at their school including teacher, principal, custodian, volunteer, etc.
  • Identify and call by role various adult helpers and leaders at their community including police officers, firefighters, rescue workers, etc.
Understanding:
Students understand that:
  • There are roles that various people play that help us in our community.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.7- Identify the roles and importance of helpers and leaders (e.g., school principal, police officers, fire and rescue workers).


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 1
Classroom Resources: 1
8 ) Recognize maps, globes, and satellite images.

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Recognize the difference between a map, a globe and a satellite image.
Teacher Vocabulary:
  • map
  • globe
  • satellite
  • image
Knowledge:
Students know:
  • We live on Earth and it is represented in various ways on maps, globes, and imagery.
  • Vocabulary: satellite, map, globe, image
Skills:
Students are able to:
  • Recognize that a globe represents Earth.
  • Recognize that a maps and satellite mages represents places on Earth.
Understanding:
Students understand that:
  • Maps and globes are representations of places on Earth including their homes, communities and larger world and can be used in a variety of ways.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.8- With prompting and support, recognize maps, globes, and satellite images.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 1
Classroom Resources: 1
9 ) Differentiate between land forms and bodies of water on maps and globes.

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Identify areas that represent water or land on a map or a globe.
Teacher Vocabulary:
  • land form
  • body of water
  • map
  • globe
  • difference
Knowledge:
Students know:
  • The difference between water and land and they are represented differently on maps and globes.
  • Vocabulary: land form, body of water, map, globe
Skills:
Students are able to:
  • Identify land and water on a map or globe that has been represented in a variety of ways (color, texture, symbols, etc.).
Understanding:
Students understand that:
  • Land and water are represented differently on maps and globes.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.9- With prompting and support, recognize the difference between landforms and bodies of water.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 1
Learning Activities: 1
10 ) Apply vocabulary related to giving and following directions.

Example: locating objects and places to the right or left, up or down, in or out, above or below

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Give directions to locate objects using directional vocabulary.
Teacher Vocabulary:
  • directions
  • following directions
  • giving directions
Knowledge:
Students know:
  • How to locate objects or tell someone else how/where to locate an object by using certain words.
  • Vocabulary: right, left, up, down, in, out, above, below
Skills:
Students are able to:
  • Complete a task by following directions given verbally by the teacher.
  • Complete a task by giving directions verbally.
Understanding:
Students understand that:
  • Different words indicate a directions in which one might move or locate an object.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.10- Demonstrate an understanding of directional words and phrases and locate objects and places when given directions.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 14
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 11
11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Recognize our country's important symbols and customs.
  • Identify famous national and state individuals.
  • Recognize the "Pledge of Allegiance" and "The Star Spangled Banner" and demonstrate appropriate etiquette for each.
  • Recognize the importance of various national and state holidays.
Teacher Vocabulary:
  • symbol
  • custom
  • famous
  • celebrations
Knowledge:
Students know:
  • Our state and nation has certain symbols that represent it and its people.
  • There are certain customs common to citizens of our state and nation.
  • There are celebrations common to the citizens of our state and nation.
  • There are certain individuals who are widely recognized as representatives of our state and nation.
  • Vocabulary: symbol, custom, celebrate, celebration, represent, representative, state, nation, Alabama, United States, pledge, allegiance
Skills:
Students are able to:
  • Identify various symbols of our state and nation, including the American flag, Alabama flag, bald eagle, etc.
  • Identify various customs of our state and nation, including reciting the "Pledge of Allegiance," singing the "Star Spangled Banner," etc.
  • Identify various famous individuals of our state and nation, including George Washington, Abraham Lincoln, Martin Luther King Jr., etc.
  • Identify various celebrations of our state and nation, including The Fourth of July, Memorial Day, Veterans Day, etc.
Understanding:
Students understand that:
  • There are certain symbols, customs, celebrations, and famous individuals recognized by most citizens of our state and nation.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.11- Identify and recognize the symbols, customs, individuals, and celebrations for our state and nation.


Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Compare and contrast schools, communication, transportation, jobs and recreation of the past and present.
Teacher Vocabulary:
  • community
  • family
  • transportation
  • communication
  • recreation
  • long ago
Knowledge:
Students know:
  • Families and communities of today participate in many of the same activities that families and communities of the past participate in.
  • Some aspects of family and community ways of life have changed over time while others have remained the same or similar.
Skills:
Students are able to:
  • Name various jobs performed by family and community members in the past and present.
  • Describe the ways schools, communication, transportation, and recreation of the past are similar and different to the ways of today.
Understanding:
Students understand that:
  • There are many similarities and differences between the ways people lived in the past and the ways we live today.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.12- Identify how everyday life has changed or remained the same over time.