Courses of Study: Social Studies

Number of Standards matching query: 12
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Multimedia: 0
Unit Plans: 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

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 17
Learning Activities: 0
Lesson Plans: 17
Multimedia: 0
Unit Plans: 0
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

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 5
Learning Activities: 0
Lesson Plans: 5
Multimedia: 0
Unit Plans: 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
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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 15
Learning Activities: 2
Lesson Plans: 13
Multimedia: 0
Unit Plans: 0
4 ) Differentiate between needs and wants of family, school, and community.

•  Comparing wants among different families, schools, and communities
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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Multimedia: 0
Unit Plans: 0
5 ) Differentiate between goods and services.

Examples: goods—food, toys, clothing

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

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 37
Learning Activities: 1
Lesson Plans: 36
Multimedia: 0
Unit Plans: 0
6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Multimedia: 0
Unit Plans: 0
7 ) Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 25
Learning Activities: 0
Lesson Plans: 25
Multimedia: 0
Unit Plans: 0
8 ) Recognize maps, globes, and satellite images.

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 22
Learning Activities: 0
Lesson Plans: 22
Multimedia: 0
Unit Plans: 0
9 ) Differentiate between land forms and bodies of water on maps and globes.

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 9
Learning Activities: 0
Lesson Plans: 9
Multimedia: 0
Unit Plans: 0
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

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 33
Learning Activities: 1
Lesson Plans: 32
Multimedia: 0
Unit Plans: 0
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

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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.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 17
Learning Activities: 1
Lesson Plans: 16
Multimedia: 0
Unit Plans: 0
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
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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.