WESLACO INDEPENDENT SCHOOL DISTRICT
2011-2012 Year-at-a-Glance for Kindergarten/Social Studies
1st Six Weeks: August 22 – September 27
[26 days, including benchmark date: 9-23_]
K.8 Government. The student understands the purpose of
rules. The student is expected to:
K.8a identify purposes for having rules
K.8b identify rules that provide order, security, and safety in
the home and school
K.4 Geography. The student understands the concept of
location. The student is expected to:
K.4a use terms, including over, under, near, far, left and right
to describe relative location.
K.4b locate places on the school campus and describe their
relative locations.
K.3 History. The student understands the concept of
chronology. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology,
including before, after, next, first, and last.
K.9 Government. The student understands the role of
authority figures. The student is expected to:
K.9a identify authority figures in the home, school, and
community
K.10 Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to our
national identity. The student is expected to:
K.10a identify the flags of the United States and Texas
K.10b recite the Pledge of Allegiance and the Texas Pledge
K.16 Social studies skills. The student communicates in
oral and visual forms. The student is expected to:
K.16b create and interpret visuals including pictures and
maps
K.15 Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of sources including electronic technology.
The student is expected to:
K.15c sequence and categorize information
2nd Six Weeks: September 28 – November 4
[27 days, including benchmark date: 11-4_]
K.6 Economics. The student understands that basic human
needs are met in many ways. The student is expected to:
K. 6b explain how basic human needs of food, clothing, and
shelter can be met
3rd Six Weeks: November 7 – December 20
[29 days, including benchmark date: 12-16_]
K.5 Geography. The student understands the physical and
human characteristics of the environment. The student is
expected to:
K.5a identify the physical characteristics of places such as
landforms, bodies of water, natural resources, and weather
K.7 Economics. The student understands the importance
of jobs. The student is expected to:
K.7a identify jobs in the home, school, and community
K.7b explain why people have jobs
K.6 Economics. The student understands that basic human
needs are met in many ways. The student is expected to:
K.6a identify basic human needs
K.3 The student understands the concept of chronology.
The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology, including
before, after, next, first, an last
K.5 Geography. The student understands the physical and
human characteristics of the environment. The student is
expected to:
K.5b identify the human characteristics of places such as types of
houses and ways of earning a living
K.14 Science, technology, and society. The student
understands ways in which technology has changed how
people live. The student is expected to:
K.14a describe how his or her life might be different without
modern technology
K.14b list ways in which technology helps meet people’s
needs
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions. The
student is expected to:
K.12a identify family customs and traditions and explain their
importance
K.12b compare family customs and traditions
K.12c describe customs of the local community
K.5 Geography. The student understands the physical and
human characteristics of the environment. The student is
expected to:
K.5a identify the physical characteristics of places such as
landforms, bodies of water, natural resources, and weather
K.4 Geography. The student understands the concept of
location. The student is expected to:
K.4a use terms, including over, under, near, far, left, and right, to
describe relative location
K.5 Geography. The student understands the physical and
human characteristics of the environment. The student is
expected to:
K.5b identify the human characteristics of places such as types
of houses and ways of earning a living
K.3 History. The student understands the concept of
chronology. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology, including
before, after, next, first, and last
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions. The
student is expected to:
K.12a identify family customs and traditions and explain their
importance
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions.
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions. The
K.6 Economics. The student understands that basic human
needs are met in many ways. The student is expected to:
K.6a identify basic human needs
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WESLACO INDEPENDENT SCHOOL DISTRICT
The student is expected to:
K.12a identify family customs and traditions and explain their
importance
K.12b compare family customs and traditions
K.12c describe customs of the local community
K.4 Geography. The student understands the concept of
location. The student is expected to:
K.4a use terms, including over, under, near, far, left and right
to describe relative location.
K.3 History. The student understands the concept of
chronology. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology, including
before, after, next, first, and last
student is expected to:
K.12b compare family customs and traditions
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions. The
student is expected to:
K.12c describe customs of the local community
K.15 Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of sources including electronic technology. The student is
expected to:
K.15a obtain information about a topic using a variety of oral
sources such as conversations, interviews, and music
K.16 Social studies skills. The student communicates in oral
and visual forms. The student is expected to:
K.16a express ideas orally based on knowledge and experiences.
4th Six Weeks: January 9 – February 17
[29 days, including benchmark date: 2-17_]
5th Six Weeks: February 20 – April 5
[29 days, including benchmark date: 4-5_]
6th Six Weeks: April 10 – May 30
[37 days, including benchmark date: 5-18_]
K.3 History. The student understands how historical
figures and ordinary people helped to shape the
community, state, and nation. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology,
including before, after, next, first, and last
K.2 History. The student understands how historical
figures and ordinary people helped to shape the
community, state, and nation.
K.2a identify the contributions of historical figures such as
Stephen F. Austin and George Washington who helped to
shape our state and nation
K.3 History. The student understands the concept of
chronology. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology including
before, after, next, first, and last.
K.13 Science, technology, and society. The student
understands ways technology is used in the home and school.
K.13a identify examples of technology used in the home and
school
K.4 Geography. The student understands the concept of
location. The student is expected to:
K.4a use terms, including over, under, near, far, left, and
right, to describe relative location
K.2 History. The student understands how historical
figures and ordinary people helped to shape the
community, state, and nation. The student is expected to:
K.2a identify the contributions of historical figures such as
Stephen F. Austin and George Washington who helped to
shape our state and nation
K.1 History. The student understands that holidays are
celebrations of special events. The student is expected to:
K.1a explain the reasons for national patriotic holidays such
as Presidents' Day and Independence Day
K.3 History. The student understands the concept of
K.2 History. The student understands how historical
figures and ordinary people helped to shape the
community, state, and nation.
K.2b identify ordinary people who have shaped the community
K.9 Government. The student understands the role of
authority figures.
K.9a identify authority figures in the home, school, and
community
K.9b explain how authority figures make and enforce rules
K.10 Citizenship. The student understands important
customs, symbols, and celebrations that represent
K.13 Science, technology, and society. The student
understands ways technology is used in the home and school.
K.13b describe how technology helps accomplish specific tasks
K.14 Science, technology, and society. The student
understands ways in which technology has changed how
people live.
K.14a describe how his or her life might be different without
modern technology
K.14 Science, technology, and society. The student
understands ways in which technology has changed how
people live.
K.14b list ways in which technology meets people's needs
K.12 Culture. The student understands how people learn
about themselves through family customs and traditions. The
student is expected to:
K.12c describe customs of the local community
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WESLACO INDEPENDENT SCHOOL DISTRICT
location.
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology,
including before, after, next, first, and last
American beliefs and principles and contribute to our
national identity.
K.10c explain the use of voting as a method for group decision
making
K.1 History. The student understands that holidays are
celebrations of special events. The student is expected to:
K.1b identify customs associated with national patriotic
holidays such as parades and fireworks on Independence Day
K.10 Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to our
national identity.
K.10a identify the flags of the United States and Texas
K.10b recite the Pledge of Allegiance
K.10 Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to our
national identity. The student is expected to:
K.10a identify the flags of the United States and Texas
K.10b recite the Pledge of Allegiance
K.10 Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to our
national identity. The student is expected to:
K.10c explain the use of voting as a method for group
decision making
K.15 Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of sources including electronic technology. The student is
expected to:
K.15c sequence and categorize information
K.16 Social studies skills. The student communicates in oral
and visual forms. The student is expected to:
K.16a express ideas orally based on knowledge and experiences
K.4 Geography. The student understands the concept of
location. The student is expected to:
K.4a use terms including over, under, near, far, left and right
to describe relative location
K.3 History. The student understands the concept of
chronology. The student is expected to:
K.3a place events in chronological order
K.3b use vocabulary related to time and chronology including
before, after, next, first, and last.
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence Kindergarten Social Studies
1st Six Weeks: August 22 – September 23
specific to grade/course (ex: insert unit # and title)
8.17 (B) Explain constitutional issues arising over the issue of states’ rights,
including the Nullification Crisis and the Civil War.
8.10 (B) Compare places and regions of the United States in terms of physical and
human characteristics
CCRS: If applicable, insert relevant CCRS statement(s) here
Insert formative assessment and/or WISD Benchmark
date
Reporting Category 3: Government and Citizenship
Reporting Category 2: Geography and Culture
For K.8 (a), (b) : “What would our classroom be like without rules?”
•Creating order, security
•Fairness, equality
•Safety
•Identify specific rules in the classroom (as well as at home or in the community: option)
Extend the learning by talking about how our communities (school, home, local) depend on their members obeying the rules even when no one is watching.
Order: (such as)
•Home – clean up room, take out trash, wash dishes, be polite in words and actions (please, thank you, etc.)
•School – clean up after self, push in chairs, pick up trash (library, bathroom, hallways, and playgrounds), be polite in words and actions (please, thank you, etc.)
Security/Safety: (such as)
Home – lock doors & windows, don’t play with weapons or matches, poison awareness
School – walk inside, keep hands, feet & objects to self (library, bathroom, hallways, and playgrounds); only be on the computer when an adult is in the room; stay with
class line, be where you are supposed to be; stay on direct path on way home…
Emergency situations at school—procedures for lock downs, bad weather drills and fire drills
Rest Room Safety – water, paper towels off of floor, direct walking path to and from
Stranger danger awareness (regardless of location)
RESOURCES
http://www.texaslre.org/downloads/lessons/092004_lp_k-2.pdf “Humpty Dumpty: An Example of Why We Need Rules” by Texas Law-Related Education (Helps teach
TEKS K.8, K.15BD, K.16 and ELA TEKS K.1A-D, K.15C)
http://www.texaslre.org/downloads/lessons/082006_lp_k-2.pdf “Draw and Talk about the Need for Rules” lesson plan from Texas Law-Related Education (Helps teach
TEKS K.8, K.9, K.16A)
For K.4 (a), (b): Be sure to have the students describe or draw the campus and the following locations in relation to each other: Office, nurse, library, cafeteria, gym, playground,
counselor, art, music
K.11 (a): Including: body parts, head, eyes, ears, nose, mouth, teeth, tongue, hair, skin, legs / arms, feet / hands, toes / fingers, knees, wrists, elbows, ankles, shoulders, hips, heart,
brain, lungs, bones, muscles (not naming specific bones or muscles), emotions, need for community / communication, acceptance
5 senses
Seeing (eyes), touching (skin), hearing (ears), tasting (mouth / tongue), smelling (nose)
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WESLACO INDEPENDENT SCHOOL DISTRICT
NOTE: Be sure to emphasize our similarities. Even though everyone looks different, we all still need love and acceptance.
RESOURCES
http://www.texaslre.org/downloads/lessons/012006_lp_k-2.pdf “Appreciating Likenesses and Differences” lesson plan by Texas Law-Related Education (Helps teach
TEKS K.11, K.15B, K.16)
http://www.texaslre.org/downloads/lessons/012006_lp_k-2.pdf “My Name is Special” lesson plan from Texas Law-Related Education (Helps teach TEKS K.11AB,
K.15ABD, K.16)
http://www.happalmer.com/
- songs about “ME”
“Head Shoulders Knees and Toes”
http://www.kellyskindergarten.com/
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2E; 3D; 4G; 5B
8.1(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
Reporting Category 1: History
CCRS: If applicable, insert relevant CCRS statement(s) here
K.3 (a), (b):
Such as:
before
first
after
next
last
then
yesterday
today
tomorrow
Chronology (as related to a kindergartner’s experience)
THESE CAN EASILY BE INCORPORATED INTO THE ON-GOING CALENDAR TIME. MENTION EVENTS WHEN RELEVANT.
Events of a school day
Events from days of the week
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WESLACO INDEPENDENT SCHOOL DISTRICT
Events from months of the year
Holidays throughout the year (if you include Christian religious holidays, such as Christmas and Easter, include religious holidays from other traditions such as Ramadan,
Yom Kippur, etc.)
NOTE: Use events for days of the week as examples: Mondays we go to art, etc…
K.9 (a) Authority figures: set standards, enforce the law, maintain social order if there are no laws
Examples:
Home: parents/guardians, grandparents, adult relatives
School: teachers, principals, and other school personnel
Community: mayor, police, judges
RESOURCES
United Streaming
“Going to School is your Job” (13:04min)
“Community Rules & Laws” (15:00min)
Invite community helpers to the classroom for discussion in their job
http://www.texaslre.org/downloads/lessons/082006_lp_k-2.pdf Draw and Talk about the Need for Rules
from Texas Law-Related Education (meets 9B, 8 and 16A as well)
K.10 (a), (b): Introduce Pledge of Allegiance and Pledge to the Texas Flag
NOTE: Be sure to teach them pledge etiquette (ex: stand at attention, right hand over heart, eyes on the appropriate flag, pausing other activities during reciting of pledge). Ask
them some questions about patriotism to see how much they understand about pride and loyalty to their country. Why do we say the pledge? Why do we face the flag?
RESOURCES
http://www.usa-flag-site.org/kids-resources.shtml Teach Your Kids about Patriotism
-flag/patriotism information
http://www.texaslre.org/downloads/lessons/082003_lp_k-2_txpledge.pdf “Learning the Pledge to the Texas Flag” lesson plan from Texas Law-Related Education (Helps
teach TEKS K.10A, K.16)
IDEA: Have flags in different locations / levels so that students need to turn “left” or “right”, etc. to face appropriate flag
Texas State Code: Sec. 3100.104
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WESLACO INDEPENDENT SCHOOL DISTRICT
Reciting Pledge: If the pledge to the state flag is recited, each person who is present and not in uniform should:
a. face the flag and stand at attention with the person’s right hand over the heart;
b. if wearing a head covering that is easy to remove, remove the head covering with the right hand and hold it at the person’s left shoulder with the person’s hand over
the heart; and
c. recite the pledge; or in uniform should remain silent, face the flag, and make the military salute.
K.11(b): Including: skin color, eye color, hair color, size (including height), language spoken / accent, personalities / interests, where and when they were born
RESOURCES
www.unitedstreaming.com (Be sure to view clips in advance)
- “Respecting Differences (A Sun burst Title)” (16:00min)
- “How Customs and Heritage Shape our Community” (16:00min)
http://www.harcourtschool.com/activity/sense/sense.htm Five Senses interactive website
http://www.harcourtschool.com/activity/smiling/smiling.htm Brushing teeth interactive website
K.4 (a): Explore the fact that their bodies and body parts, such as arms, are capable of various movement patterns and that they can change their location and position by making
these movements.
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2E; 3D; 4G; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence Kindergarten Social Studies
2nd Six Weeks: September 28 – November 4
specific to grade/course (ex: insert unit # and title)
8.27 (A) explain the effects of technological and scientific innovations such as the
steamboat, the cotton gin, and interchangeable parts
8.10 (B) compare places and regions of the United States in terms of physical and
human characteristics
Insert formative assessment and/or WISD
Benchmark date
Reporting Category 4: Economics, Science, Technology and Society
Reporting Category 2: Geography and Culture
CCRS: If applicable, insert relevant CCRS statement(s) here
K. 5 (b):
Types of HOMES for people:
(As related to a kindergartener’s experience)
• house: Science/social studies connection: Houses in the past and present are made out of materials available in that environment as well as materials best suited to the purpose
• apartment
• mobile home
• townhome/condo
• duplex
• other homes relating to other environments or circumstances (houseboat, tents, RVs, etc.)
Specifics will come from student input.
Ways of earning a living:
(As related to a five-year-old’s experience) Wampanoag Pilgrim
Today
Farming
women men
farmers (men or women)
Hunting
men
men
hunters, butchers
Political leader
sachem governor mayor
Pilgrims or those traveling west in later times, built homes and earned a living in comparison to the homes and jobs available today in the United States.
RESOURCES
United Streaming
“Everybody Needs Shelter” (13:00min)
Information on Wampanoag from Wikipedia for the teacher
ELPS: Insert logical/related ELPS standard(s) here
1C, 1E; 2E; 3D; 4G; 5B
8.12 (A) identify economic differences among different regions of the United States
8.23 (B) explain the relationship between urbanization and conflicts resulting from
differences in religion, social class, and political beliefs
8.1 (B) apply absolute and relative chronology through the sequencing of significant
Reporting Category 4: Economics, Science, Technology and Society
Reporting Category 2: Geography and Culture
Report Category 1: History
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WESLACO INDEPENDENT SCHOOL DISTRICT
individuals, events, and time periods
CCRS: If applicable, insert relevant CCRS statement(s) here
K.6(b): • Food: growing, processing, buying, trading, selling
• Clothing: making, buying, selling
• Safety: wear protective gear, know 911, know address, phone numbers, etc.
• Love/belonging: kind words, caring for others, family, and sense of community (including classroom and home family)
NOTE: Make connections to food and nutrition and/or introduce food/ nutrition or farm jobs unit.
Pumpkin or other fall fruit uses:
Including Food:
• Such as: pie, seeds, bread, cake, soup, pancakes, and other methods
Including: Need vs Want:
Such as: pumpkin or other fall fruit as decoration, jack-o-lantern
RESOURCES
United Streaming
“The Difference between Wants and Needs” (16:00min)
The National Council for Economic Education has lessons to help teach Economics concepts. Many of their lessons are online
http://www.econedlink.org/economic-standards/pick-state.php
K.7 (a): NOTE: Make some instructional integration connections by looking at jobs that involve pumpkins or other fall fruit
Such as: farmers, pumpkin picker, produce manager, pumpkin canner, baker (pumpkin pie, bread, empanadas), pumpkin seed roaster, pumpkin carver, person who makes compost,
agriculturalist…
RESOURCES
United Streaming
“Going to School is your Job” (13:04min)
“Community Rules & Laws” (15:00min)
“Community Helpers and the Tools of Their Trade” lesson plan by Texas Law-Related
Education (Helps teach TEKS K.7, K.15B, K.16) http://www.texaslre.org/downloads/lessons/102006_lp_k-2.pdf
Invite school authority figures to visit classroom and discuss his/her job
Reading Rainbow
- Bea and Mr. Jones (Amy Schwartz);
Kindergartener and Dad change places; Dad to kinder, kinder to office
K.7(b): Including:
• to earn money to meet basic needs for themselves and others
o purchase food, clothes, shelter, etc
• to be productive and learn new skills
• to feel successful and satisfied to give back to the community/society (ex: volunteering, food drives, charitable fundraisers)
NOTE: This is a great place for oral interviews and integration with ELA as well. Have students ask their parents and adults in the school what are their reasons for having their
particular job. How does their job meet their wants and needs?
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WESLACO INDEPENDENT SCHOOL DISTRICT
RESOURCES
Use classroom parents and community helpers as examples (connect to child experience) for resources
“Community Helpers and the Tools of Their Trade” lesson plan by Texas Law-Related Education (Helps teach TEKS K.7, K.15B, K.16)
http://www.texaslre.org/downloads/lessons/102006_lp_k-2.pdf
K.14 (a), (b): Connection TEKs: During the conversation regarding the fall fruit:
• Tractors and other modern farm equipment (vs hand planting and harvesting)
• Transportation trucks, etc
• Grocery store scales to weigh produce
• Ordering products on-line
K.6 (a):
• Food
• Clothing
• Shelter/homes
• Safety
• Love/belonging
NOTE: To use Thanksgiving to teach these TEKS and specificities, try having the students explain how these basic human needs are represented in the first Thanksgiving and in
Thanksgiving as it is celebrated by different families today.
The story of Squanto and how he helped the Pilgrims could also illustrate basic human needs well.
Also include:
• Methods of Travel (Science/social studies connection: water is a natural resource that has many functions)
• Common Animals
• Other Interesting Facts/dates
• Questions
RESOURCES
United Streaming
“The Difference between Wants and Needs” (16:00min)
The National Council for Economic Education has lessons to help teach Economics concepts. Many of their lessons are online
http://www.econedlink.org/economic-standards/pick-state.php
K.3 (a), (b): Chronological Events Related to the First Thanksgiving:
• First Americans (Focus on Wampanoag Nation and Squanto)
• Pilgrims Come to America
• 1st Thanksgiving
Use the vocabulary before, after, next, first, and last when discussing the chronological events related to the First Thanksgiving, especially in terms of the cycle of the harvest. Why
would Thanksgiving be in November and not in March, for example?
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WESLACO INDEPENDENT SCHOOL DISTRICT
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2C; 2E; 3D; 4G; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence Kindergarten Social Studies
3rd Six Weeks: November 7 – December 20
specific to grade/course (ex: insert unit # and title)
8.10 (B) compare places and regions of the United States in terms of physical and
human characteristics
Insert formative assessment and/or WISD
Benchmark date
Reporting Category 2: Geography and Culture
CCRS: If applicable, insert relevant CCRS statement(s) here
K.5(b):
Types of HOMES for people:
(As related to a kindergartener’s experience)
• house: Science/social studies connection: Houses in the past and present are made out of materials available in that environment as well as materials best suited to the purpose
• apartment
• mobile home
• townhome/condo
• duplex
• other homes relating to other environments or circumstances (houseboat, tents, RVs, etc.)
Specifics will come from student input.
Ways of earning a living:
(As related to a five-year-old’s experience) Wampanoag Pilgrim
Today
Farming
women men
farmers (men or women)
Hunting
men
men
hunters, butchers
Political leader
sachem governor mayor
NOTE: Make connections to other cultures in different times such as Native Americans (cliff dwellers, long houses, tipis, Caddo grass houses), Americans moving west (covered
wagons, sod houses), etc.
NOTE: To use Thanksgiving to teach these TEKS and specificities, try using similarities and differences to show how Native Americans and early settlers, such as the Pilgrims or
those traveling west in later times, built homes and earned a living in comparison to the homes and jobs available today in the United States.
RESOURCES
United Streaming
“Everybody Needs Shelter” (13:00min)
http://en.wikipedia.org/wiki/Wampanoag From Wikipedia for the teacher Information on Wampanoag
K.12 (a), (b), (c): • Customs are routine practices and habits of a family which become tradition; perhaps family holiday and birthday celebrations
• Traditions come from transmitting knowledge and practices through generations without written instructions: like celebrations, cultural traditions, ethnic foods, etc.
• Specifics will come from student input
• Holiday, birthday, other customs
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WESLACO INDEPENDENT SCHOOL DISTRICT
• How do our family’s customs and traditions make us who we are?
• Specifics will come from student input
Customs of local community
• Deutschenfest
• Football games (high school or UT)
• Cinco de Mayo
NOTE: You may revisit cultures discussed throughout the year. Other customs you might want to teach or discuss include Chinese New Year, Juneteenth, Capitol 10,000, etc
RESOURCES
NOTE: Consider using clips from www.storycorps.net to look at other peoples’ customs. (Be sure to listen to clips in advance of sharing with class—not all are
appropriate for kindergarten.) Students can then interview their own relatives.
United Streaming
- “How Customs and Heritage Shape Communities” (16:00min)
Reading Rainbow
- “Borrequita and the Coyote” (Verna Aardema); Mexican American Culture
- “Knots on a Counting Rope” (Bill Martin Jr.); Native American
- “Rechenka’s Eggs” (Patrcicia Polocco); Ukrainian art of egg painting
- “Galimoto” (Karen Lynn Williams); African boy in search for a wire
- “Gift of the Sacred Dog” (Paul Goble) Native American story
http://www.texaslre.org/downloads/lessons/122004_lp_k-2.pdf “December Holiday Celebrations” from Texas Law-Related Education (Helps teach TEKS K.12A-C,
K.15AB, K.16A)
For background information on community customs, http://www.wikipedia.org/
“December Holiday Celebrations” from Texas Law-Related Education (Helps teach TEKS K.12A-C, K.15AB, K.16A )
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2C; 2E; 3D; 4G; 5B
8.12 (A) identify economic differences among different regions of the United States
8.23 (B) explain the relationship between urbanization and conflicts resulting from
differences in religion, social class, and political beliefs
8.1 (B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
Report Category 4: Economics, Science, Technology and Society
Reporting Category 2: Geography and Culture
Report Category 1: History
CCRS: If applicable, insert relevant CCRS statement(s) here
K.6 (a):
• Food
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• Clothing
• Shelter/homes
• Safety
• Love/belonging
NOTE: To use Thanksgiving to teach these TEKS and specificities, try having the students explain how these basic human needs are represented in the first Thanksgiving and in
Thanksgiving as it is celebrated by different families today.
The story of Squanto and how he helped the Pilgrims could also illustrate basic human needs well.
Also include:
• Methods of Travel (Science/social studies connection: water is a natural resource that has many functions)
• Common Animals
• Other Interesting Facts/dates
• Questions
RESOURCES
United Streaming
“The Difference between Wants and Needs” (16:00min)
The National Council for Economic Education has lessons to help teach Economics concepts. Many of their lessons are online http://www.econedlink.org/standards/
There is also a green CD available in each campus library titled “Virtual Economics.” It contains even more lessons from NCEE (1200 economics lessons, K-12). How to
search: Choose “Browse Economics Lessons” then “Search by Standard” then “Texas.” Lessons will be displayed by individual TEKS.
K.3 (a), (b):
Chronological Events Related to the First Thanksgiving:
• Pilgrims Come to America
• 1st Thanksgiving
Use the vocabulary before, after, next, first, and last when discussing the chronological events related to the First Thanksgiving, especially in terms of the cycle of the harvest. Why
would Thanksgiving be in November and not in March, for example?
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2C; 2E; 2F; 3D; 4G; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
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Scope and Sequence Kindergarten Social Studies
4th Six Weeks: January 9 – February 17
specific to grade/course (ex: insert unit # and title)
Insert formative assessment and/or WISD
Benchmark date
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
8.1 (B) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods
8.1 (C) explain the significance of the following dates: 1607, founding of
Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact;
1776, adoption of the Declaration of Independence; 1787, writing of the U.S.
Constitution; 1803, Louisiana Purchase; and 1861–1865, Civil War.
8.19 (D)
identify examples of responsible citizenship, including obeying rules and laws,
staying informed on public issues, voting, and serving on juries
Reporting Category 1: History
Reporting Category 3: Government and Citizenship
CCRS: If applicable, insert relevant CCRS statement(s) here
K.2(a):
Including:
• Washington:
-Including: first president, “Father of Our Country,”
-Such As: Commander-in-Chief, his image can be found
on the quarter and the dollar bill, Mount Rushmore, led
the Continental Army which defeated England and won
the American Revolution, ran the Constitutional
Convention in Philadelphia in 1787. (The U.S.
Constitution establishes the rules for how our
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government works.) Washington put the needs of his
country above his own needs.
• Lincoln:
-Including: 16th US President, “Honest Abe”, freed the slaves
-Such As: his image can be found on the penny(backside of penny), the five-dollar bill, Mount Rushmore, Lincoln Memorial
Including:
• President’s Day: celebration of presidents; to show pride and to the people who have made positive contributions and dedicated their lives to our country
• Independence Day: celebrated on July 4th, the signing of the Declaration of Independence which gave us our freedom from England
NOTE: July 4th will be revisited in Bundle 12 as it pertains to summer. This introduces AS a national holiday.
NOTE: Use folktale of Washington and cutting down the cherry tree to teach honesty as a good character trait: “he could not tell a lie.”
NOTE: Stephen F. Austin will be studied in Bundle #10. During Bundle #8, national heroes can be studied. You can also discuss heroes as related to a kindergartner’s experience
such as real life people (mom, dad, grandma, etc.)
RESOURCES
“George Washington: A Great Leader” lesson plan on p. 8 in Ordinary People, Extraordinary Citizens by Aldridge and Wray. This resource is located in your campus
library. (Also helps teach TEKS SS K.15B, C and ELA K.1A-E, K.9)
“Celebrate Freedom Week: What is Freedom?” lesson plan from Texas Law-Related Education (Helps teach TEKS K.1A, K.2A, K.15BD, K.16)
http://www.texaslre.org/downloads/lessons/112004_lp_k-2.pdf
“Facts about George Washington” lesson plan from Texas Law-Related Education (Helps teach TEKS K.1A, K.2A, K.15B, K.16A)
http://www.texaslre.org/downloads/lessons/Feb_08-Facts_About_George_Washington.pdf
K.1(a): Including:
• traditions of parades, picnics, and fireworks are established as a way to celebrate patriotic holidays
• other patriotic traditions include wearing patriotic colors (red, white, and blue)
• displaying the US flag, patriotic community parades, and watching fireworks with family and friends
• Federal holiday (banks, schools, post office are closed in recognition of the holiday)
RESOURCES
Biographies and Facts about Presidents from White House 101
http://www.whitehouse.gov/about/white-house-101/
“Facts about George Washington” lesson plan from Texas Law-Related Education (Helps teach TEKS K.1A, K.2A, K.15B, K.16A)
http://www.texaslre.org/downloads/lessons/Feb_08-Facts_About_George_Washington.pdf
Suggested Books:
- A Picture Book of Abraham Lincoln (David Alder)
- A Picture Book of George Washington (David Adler)
K.10 (a): Including:
• US Flag
Compare current flag of US to historical flags of US (original 13 stars “Betsy Ross” flag); colors of flags: Red, White, Blue, Stripes, Stars, # of stripes and stars
• Songs
Including: “Star Spangled Banner”
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Such as: “You’re a Grand Old Flag”, “My Country ‘Tis of Thee”, “America the Beautiful”
NOTE: K.10b: while you have been reciting the pledge during the year, this provides the opportunity to teach the general meaning and understand what it says and why it says it.
RESOURCES
Meaning of the US Pledge:
http://www.kyrene.org/schools/brisas/sunda/flag/flag_day/page4.htm
Teach Your Kids about Patriotism
- flag/patriotism information
- songs
http://www.usa-flag-site.org/kids-resources.shtml
“Learning the Pledge to the Texas Flag” lesson plan from Texas Law-Related Education (Helps teach TEKS K.10A, K.16)
http://www.texaslre.org/downloads/lessons/082003_lp_k-2_txpledge.pdf
Pledge of Allegiance lesson plan from Texas Law-Related Education (Helps teach TEKS K.10AB, K.15B, K.16B)
http://www.texaslre.org/downloads/lessons/Pledge%20of%20Allegiance%20Aug%2003.pdf
Invite school authority figures to visit classroom (such as school principal, counselor, nurse, etc…)
K.10 (c):
• Introduce basic voting procedures/process for group
• Decision making (secret vote, raise hand, vocal assent, etc.)
• Making decisions / rules by voting (vote for authority figures, such as a president)
• Country elects president by voting
RESOURCES
Electing a President Lesson Plan from Texas Law-Related Education
http://www.texaslre.org/downloads/lessons/102004_lp_k-2.pdf
Your Vote Counts lesson plan from TX LRE
http://www.pflugervilleisd.net/curriculum/sstud/documents/Oct-08-Your-Vote-Counts-Aldridge.pdf
Reading A-Z Election Materials
http://www.readinga-z.com/theme/election08.html
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2E; 2F; 2I; 3D; 4G; 4I; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
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Scope and Sequence Kindergarten Social Studies
5th Six Weeks: February 20 – April 5
specific to grade/course (ex: insert unit # and title)
Insert formative assessment and/or WISD
Benchmark date
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
8.1 (B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
8.1 (C) explain the significance of the following dates: 1607, founding of Jamestown;
1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of
the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803,
Louisiana Purchase; and 1861–1865, Civil War.
8.19 (D) identify examples of responsible citizenship, including obeying rules and laws,
staying informed on public issues, voting, and serving on juries
Reporting Category 1: History
Reporting Category 3: Government and Citizenship
CCRS: If applicable, insert relevant CCRS statement(s) here
K.2 (a):
Including:
• State:
o Stephen F. Austin is the “Father of Texas.” Austin, the capital city of Texas, is named after him, brought first US settlers to Texas
o Sam Houston – General of Texas Army, Texas President (when it was a republic), important in shaping Texas
Such as:
o Barbara Jordan, Lady Bird Johnson, Susanna Dickinson (survivor of Alamo)
RESOURCES
“Stephen F. Austin: The Father of Texas” lesson plan from Texas Law-Related Education (Helps teach TEKS K.2A, K.3, K.15B, K.16)
http://www.texaslre.org/downloads/lessons/032004_lp_k-2.pdf
Stephen F. Austin information from Lone Star Junction http://www.lsjunction.com/people/austin.htm
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K.2(b):
Historical / Ordinary:
• Cowboys – took the cattle from the ranchers to railroads where they would go to cities in the north to be food
• Farmers – grow crops such as corn, cotton, and soybeans
• Ranchers – raise cattle and other livestock
• Pioneers – went to live in new places around few other people
NOTE: Please remember to emphasize the diversity within these groups. Movies and textbooks usually show us white cowboys and pioneers, but the truth is that cowboys started
as vaqueros, Indian people caring for herds on Spanish missions. After the Civil War, former soldiers, African-American ex-slaves, Mexicans and Mexican Americans, and
American Indians all became cowboys. Similarly, farmers, ranchers, and pioneers came from diverse backgrounds.
Historical Local / Ordinary:
W. E. Stewart Family
Local / Ordinary:
Choose several of the following and help students understand how these people are shaping their communities in positive ways:
• Teacher of the Year—current or previous
• Humanitarian of the Year—current or previous
• School volunteers including PTO president
• Principal
• Lion’s Club
NOTE: You could have the students interview several of the people above to help them understand how we help ourselves by helping others and that makes the world a better
place. Possible questions students could ask the guests:
• What do you do to help the community?
• Why do you think this is important?
• How does it make you feel to help other people?
• What are you going to do next to help your community?
After the guest(s) have left, students could also think about what character traits these people show such as honesty, responsibility, and good citizenship.
RESOURCES
Reading Rainbow:
- Meanwhile Back @ the Ranch (Trinka Hankes Noble); ranchers & cowboys
- Ox Cart Man (Donald Hall); colonial village/relationships with land animals for survival
- Paul Bunyan (retold by Steven Kellog); tall tale
K.9 (a)(b):
CONNECTION NOTE:
As it pertains to state and local
Authority figures
• set standards, enforce the law, maintain social order if there are no laws
Examples of authority figures:
• mayor, police department, judges, sheriff, principal, superintendent
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RESOURCES
Invite community helpers into classroom for discussion
“Draw and Talk about the Need for Rules” lesson plan from Texas Law-Related Education (Helps teach TEKS K.8, K.9, K.16A)
http://www.texaslre.org/downloads/lessons/082006_lp_k-2.pdf
K.10 (c):
CONNECTION NOTE:
As it pertains to state and local
Introduce basic voting procedures/process for group decision making
• Introduce basic voting procedures/process for group
• Decision making (secret vote, raise hand, vocal assent, etc.)
• Making decisions / rules by voting (vote for authority figures, such as a president)
• Country elects president by voting
RESOURCES
Your Vote Counts lesson plan from TX LRE http://www.pflugervilleisd.net/curriculum/sstud/documents/Oct-08-Your-Vote-Counts-Aldridge.pdf
Reading A-Z Election Materials http://www.readinga-z.com/theme/election08.html
K.10 (a), (b):
Including:
• Texas Pledge of Allegiance
Established 1845, “Tejas” [Caddo for Friends]
Lone Star
NOTE: According to the Rules Governing the Use of the Texas Flag: “While rendering the salute to the Texas Flag, a person should stand erect, face the Texas Flag and hold their
right hand over the heart.
• Songs
Including: “Texas, Our Texas”
NOTE: K.10b: while you have been reciting the pledge during the year, this provides the opportunity to teach the general meaning and understand what it says and why it says it.
RESOURCES
“Texas, Our Texas” http://www.lsjunction.com/song.htm
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2E; 2F; 2I; 3D; 3G; 4G; 4I; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
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Scope and Sequence Kindergarten Social Studies
6th Six Weeks: April 10 – May 30
specific to grade/course (ex: insert unit # and title)
Insert formative assessment and/or WISD
Benchmark date
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
ELPS: Insert logical/related ELPS standard(s) here
8.28 (A) compare the effects of scientific discoveries and technological innovations
that have influenced daily life in different periods in U.S. history
8.23 (B) explain the relationship between urbanization and conflicts resulting from
differences in religion, social class, and political beliefs
Reporting Category: Economics, Science and Technology, Society
Reporting Category: Geography and Culture
CCRS: If applicable, insert relevant CCRS statement(s) here
K.13 (a)
Home: cell phone, computer, microwave, etc.
School: computer, calculator, pencil, paper, book, etc.
Student brainstorm list examples: electricity, light bulb, air conditioning, washing machine, dishwasher, vacuum cleaner, car, telephone, computer, microwave, etc.
K.13(b) Home: computers allow us to access information and connect with other people from home, school, and around the world.
School: computers allow us to access information and connect with other people from home, school, and around the world.
Science/technology allows for an easier life style. Including light bulb allows work at night. Air conditioning keeps comfortable and allows work indoors in summer.
Microwaves cook food quickly
RESOURCES
Suggested Book:
- Mike Mulligan and the Steam Shovel (Virginia Lee Burton)
K.14(a) Examples include:
Television vs. no television
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Computer vs. no computer
Car vs. no car
Video games vs. no video games
Cell phone vs. no cell phone
Running water vs. no running water
Other specifics will come from student and adult input
NOTE: This TEKS would integrate well with K.3A and K.13A. Classroom guests of various ages could tell about how their lives were different without modern technology.
NOTE: You could ask adults of different ages to come into the classroom and talk about “I remember when…” and explain how they used to dial a phone, turn on a television, use
a typewriter, warm up leftover food, etc
RESOURCES
www.unitedstreaming.com
- “Long ago, Yesterday, Today” (15:00min)
K.14(b)
Transportation: such as with/without cars. trucks, buses, trains and airplanes,
Jobs: such as with/without computers, electricity, air conditioning/heating, cell phones, and tools.
Daily life: such as with/without cell phones washing machines, refrigerators, television, video games, toilets, running water.
Specifics will come from student and adult input
RESOURCES
www.unitedstreaming.com
- “Away we go, All about Transportation” (22:30min
K.12(c) Customs of Local Community/School
End of the year events such as:
•Kindergarten Graduation/Awards
•Field Day
•Memory Books
•Yearbooks
•End of year writing to go in portfolio (pass along folder) reflecting kindergarten year
RESOURCES
Fourth of July – Independence Day – the day we became a country so this is the birthday of the United States of America
http://www.cantonpl.org/kids/julyfour
ELPS: Insert logical/related ELPS standard(s) here
1C; 1E; 2C; 2E; 3D; 4G; 5B
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
CCRS: If applicable, insert relevant CCRS statement(s) here
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
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ELPS: Insert logical/related ELPS standard(s) here
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