School Improvement in Maryland

Social Studies Grade K State Curriculum

Date: 6/20/2006
K All Content Areas with WSS Alignment (Acrobat 381k)  
K Fall Exemplars (Acrobat 383k)  
K Spring Exemplars (Acrobat 374k)  
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The Pencil icon represents key indicators of the MMSR Kindergarten Assessment.

Standard 1.0 Political Science

Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. The Foundations and Function of Government

Indicator

  • 1. Identify the importance of rules
  • AssessedWSS V C1 Demonstrates awareness of the reasons for rules.

Objectives

  1. Identify reasons for classroom and school rules, such as maintaining order and keeping the community safe
  2. Recognize rules help promote fairness, responsible behavior, and privacy

Indicator

  • 2. Identify symbols and practices associated with the United States of America
  • WSS V A2 Demonstrates beginning awareness of state and country.

Objectives

  1. Identify common symbols, such as the American Flag, and Statue of Liberty
  2. Recognize that saying the Pledge of Allegiance and singing "The Star-Spangled Banner" are practices associated with being a citizen

Topic

B. Individual and Group Participation in the Political System

Indicator

  • 1. Identify people important to the American political system

Objectives

  1. Identify the contributions of people, past and present, such as George Washington, Rosa Parks, and the current president
  2. Use informational text to identify and discuss the contributions of individuals recognized on national holidays, such as Martin Luther King, Jr. Day and Presidents' Day

Topic

C. Protecting Rights and Maintaining Order

Indicator

  • 1. Describe the roles, rights, and responsibilities of being a member of the family and school
  • AssessedWSS V B2 Describes some people's job and what is required to perform them.
  • AssessedWSS V C2 Shows beginning understanding of what it means to be a leader.

Objectives

  1. Describe the roles, rights, and responsibilities of family members
  2. Describe the roles of members of the school, such as principal, crossing guard, bus drivers, and teachers
  3. Identify and describe rights, and responsibilities in the classroom and family


Standard 2.0 Peoples of the Nation and World

Students will understand how people in Maryland, the United States and around the world are alike and different.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Elements of Culture

Indicator

  • 1. Identify similarities and differences in people's characteristics, habits, and living patterns to describe how they meet the same human needs
  • AssessedWSS V A1 Identifies similarities and differences in people's characteristics, habits, and living patterns.

Objectives

  1. Use experiences, such as class trips, classroom visitors, stories, and electronic media, to give examples of different choices people make about meeting their human needs for food, clothing, shelter, and other commonalities, such as recreation, stories, and music
  2. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in their immediate environment unique

Topic

C. Conflict and Compromise

Indicator

  • 1. Demonstrate how groups of people interact
  • AssessedWSS V C1 Demonstrates awareness of the reasons for rules.

Objective

  1. Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling disagreements, and reaching compromise at home and in school


Standard 3.0 Geography

Students will use geographic concepts and processes to understand location and its relationship to human activities.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Using Geographic Tools

Indicator

  • 1. Identify and describe how a globe and maps can be used to help people locate places
  • WSS V D1 Expresses beginning geographic thinking.

Objectives

  1. Describe a globe as a model of Earth showing land and water
  2. Describe how maps are models showing physical features and/or human features of places
  3. Identify a location by using terms such as near-far, above-below, and here-there
  4. Identify pictures and photographs that represent places on a map such as a playground and a fire station

Topic

B. Geographic Characteristics of Places and Regions

Indicator

Objectives

  1. Recognize physical features as landforms and bodies of water using photographs and pictures
  2. Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams
  3. Using photographs and pictures, recognize human-made features as modifications people have made to the land
  4. Identify human-made features, such as buildings, sidewalks, streets, and bridges

Topic

C. Movement of People, Goods and Ideas

Indicator

  • 1. Describe how transportation and communication link people and places
  • WSS V D2 Shows beginning awareness of the relationship between people and where they live.

Objectives

  1. Identify ways that people travel on land, water, and air
  2. Explain how transportation is used to move goods and people from place to place
  3. Identify ways that people communicate messages

Topic

D. Modifying and Adapting to the Environment

Indicator

  • 1. Describe how people adapt to and modify their immediate environment
  • WSS V D2 Shows beginning awareness of the relationship between people and where they live.

Objectives

  1. Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather
  2. Identify ways that people change their environment to meet their needs, such as planting crops or cutting forests


Standard 4.0 Economics

Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Scarcity and Economic Decision-making

Indicator

  • WSS V B1 Begins to understand how people rely on others for goods and services.

Objectives

  1. Explain that goods are things that people make or grow
  2. Identify situations where people make choices

Indicator

  • 2. Identify that resources are used to make products
  • AssessedWSS V B2 Describes some people's jobs and what is required to perform them.

Objectives

  1. Recognize workers as human resources
  2. Describe some jobs and what is required to perform them
  3. Recognize that natural resources, such as water, trees, and plants are used to make products

Indicator

  • 3. Explain how technology affects the way people live, work, and play
  • AssessedWSS V B3 Begins to be aware of technology and how it affects life.

Objective

  1. Begin to be aware of technology and how it affects life

Topic

B. Economic Systems and the Role of Government in the Economy

Indicator

  • 1. Identify types of local markets

Objective

  1. Describe how buyers and sellers make exchanges at the market

Indicator

  • 3. Describe how goods are acquired

Objectives

  1. Explain that money is one way to acquire goods
  2. Explain that trading is another way to acquire goods
  3. Recognize that goods have different values


Standard 5.0 History

Students will use historical thinking skills to understand how individuals and events have changed society over time.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Change Over Time

Indicator

  • 1. Distinguish among past, present, and future time
  • WSS V A3 Shows some awareness of time and how the past influences people's lives.

Objectives

  1. Identify and describe events of the day in chronological order
  2. Describe daily events in terms of yesterday, today, and tomorrow

Indicator

  • 2. Compare daily life and objects of today and long ago

Objectives

  1. Compare tools and toys of the past with those of today
  2. Tell about people in the past using informational text and features
  3. Observe and discuss photographs of the past and compare with photographs of similar images, such as old photographs of the school and community


Standard 6.0 Social Studies Skills and Processes

Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Learn to Read and Construct Meaning about Social Studies

Indicator

  • 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

Objectives

  1. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources
  2. Discuss words and word meanings as they are encountered in texts, instruction, and conversation
  3. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

Indicator

  • 2. Use strategies to prepare for reading (before reading)

Objectives

  1. Make and explain the connections made using prior knowledge and experiences with the text
  2. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic
  3. Set a purpose for reading the text

Indicator

  • 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

Objectives

  1. Recall and discuss what they understand
  2. Identify and question what did not make sense
  3. Reread difficult parts slowly and carefully and use own words to restate difficult parts
  4. Read on, revisit, and restate the difficult parts in your own words
  5. Make, confirm, or adjust predictions
  6. Ask and answer questions about the text
  7. Periodically summarize while reading
  8. Visualize what was read
  9. Look back through the text to search for connection to the topic, characters, events, and actions in text
  10. Explain personal connections to the topics, events, characters, and actions in texts

Indicator

  • 4. Use strategies to demonstrate understanding of the text (after reading)

Objectives

  1. Review/restate and explain what the text is mainly about
  2. Identify and explain what is directly stated in the text (details, literal meaning)
  3. Identify and explain what is not stated in the text (implied or inferential meaning)
  4. Summarize the text orally
  5. Confirm, refute, or make predictions to form new ideas
  6. Connect the text to prior knowledge or personal experience
  7. Engage in conversation to understand what has been read
  8. Retell explicit and implicit main ideas of texts
  9. Answer questions (what if, why, and how) in writing

Topic

B. Learn to Write and Communicate Social Studies Understandings

Indicator

  • 1. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

Objectives

  1. Write to express social studies ideas using a variety of forms, such as journals, narratives, letters, and reports
  2. Contribute to a shared writing experience about a social studies topic
  3. Write a variety of responses to text, such as response logs, journals, and constructed responses

Indicator

  • 2. Locate, retrieve, and use information from various sources to accomplish a purpose

Objectives

  1. Identify and use sources of information on a topic
  2. Use note taking and organizational strategies to record and organize information

Topic

C. Ask Social Studies Questions

Indicator

  • 1. Identify a topic that requires further study

Objectives

  1. Identify prior knowledge about the topic
  2. Pose questions about the topic

Indicator

  • 2. Identify a situation or problem that requires study

Objectives

  1. Define the problem/situation
  2. Identify prior knowledge about the problem/situation
  3. Pose/Ask questions about the problem/situation

Topic

D. Acquire Social Studies Information

Indicator

  • 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

Objectives

  1. Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books
  2. Read and obtain information from texts representing diversity in content and culture
  3. Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

Indicator

  • 2. Engage in field work that relates to the topic/ situation/ problem being studied

Objectives

  1. Gather data
  2. Make and record observations
  3. Conduct surveys

Topic

E. Organize Social Studies Information

Indicator

  • 1. Organize information from non-print sources

Objectives

  1. Distinguish factual from fictional information
  2. Find relationships between gathered information
  3. Display information on various types of graphic organizers and charts

Indicator

  • 2. Organize information from print sources

Objectives

  1. Distinguish factual from fictional information
  2. Find relationships between gathered information
  3. Display information on various types of graphic organizers, maps, and charts

Topic

F. Analyze Social Studies Information

Indicator

  • 1. Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

Objectives

  1. Compare information from a variety of sources
  2. Compare information to prior knowledge
  3. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

Topic

G. Answer Social Studies Questions

Indicator

  • 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

Objectives

  1. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations
  2. Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause


Date: 6/20/2006