Social Studies
GRADE LEVEL STANDARDS/DOK
Kindergarten
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Government and Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States,
including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their
evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of
citizenship is critical to full participation in society and is a central purpose of the social studies.
Formation of Governments
1
SS-EP-1.1.1
Know who provides
Explain how a police
protective services.
officer and fireman
Students will identify the basic purposes of local
help us.
government (to establish order, provide security and
accomplish common goals); give examples of
services local governments provide (e.g., police and
Compare tools used
by police officers and
fire protection roads and snow removal, garbage
firemen.
pick-up,) and identify how they pay for these services
taxes).
Police officer,
fireman, fire hose,
fire truck, ladder,
cars, sirens, badge,
handcuffs,
government,
community helpers
Know rules of school Explain why rules are
SS-EP-1.1.2
important.
Students will identify and explain the purpose of and classroom.
rules within organizations (e.g., school, clubs,
Rules, school rules,
teams) and compare rules with laws.
voice levels, bus,
DOK 2
consequences
Constitutional Principles
SS-EP-1.2.1
Know that there is a
Explain who the
Students will describe how their local government is mayor for your city.
mayor is and tell
structured (e.g., mayor, city council, judgeresponsibilities.
executive, fiscal court, local courts) and compare
their local government to other community
governments in Kentucky.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
1
updated 1/11/07
Social Studies
Kindergarten
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Know how to be
respectful ( socially,
rights of others,
property, authority)
Explain why it is
important to be fair
and responsible.
Prejudice
1
GRADE LEVEL STANDARDS/DOK
Rights and Responsibilities
SS-EP-1.3.1
Students will define basic democratic ideas (e.g.,
liberty, justice, equality, rights, responsibility) and
explain why they are important today.
SS-EP-1.3.2
Students will identify and give examples of good
citizenship at home, at school and in the
community (e.g., helping with chores, obeying
rules, participating in community service
projects such as recycling, conserving natural
resources, donating food/supplies) and explain
why civic engagement in the community is
important.
DOK 2
Know what it means
to be part of a group
and a good citizen.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Respect,
Responsibility,
Fairness, Pledge of
Allegiance
Describe how people
can show citizenship.
Tell ways you can be
a good group
member.
Citizenship,
members, peers,
community
2
updated 1/11/07
Social Studies
Kindergarten
PERFORMANCE
INDICATORS
GRADE LEVEL STANDARDS/DOK
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Cultures & Societies
Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music,
literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a
global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
Elements of Culture
Know your birthday.
Halloween
2
Pick your favorite
SS-EP-2.1.1
holiday and give two
(Unit)
Students will describe cultural elements (e.g.,
reasons why it is your
beliefs, traditions, languages, skills, literature,
Know important
favorite.
Indian, Pilgrims, and Thanksgiving
the arts).
holidays and why
(Unit)
DOK 1
they are important
(Thanksgiving –
Holidays: Christmas,
Kentucky Learns Links
Native American,
Thanksgiving,
Martin Luther King – President’s Day,
West African culture) Birthday
Social Institutions
SS-EP-2.2.1
Students will identify social institutions
(government, economy, education, religion, family)
and explain how they help in the community.
Know about your
family and school.
Tell how families are
different and how
they can change.
3
Family, community
Interactions Among Individuals and Groups
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
3
updated 1/11/07
Social Studies
Kindergarten
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SS-EP-2.3.1
Students will describe various forms of
interactions (compromise, cooperation, conflict,
competition) that occur between
individuals/groups at home and at school.
DOK 2
Know how to be
responsible (learn,
grow, develop
potential)
Describe how you
can solve conflicts.
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
1
Cooperation,
competition,
compromise, fairness,
conflicts, differences
SS-EP-2.3.2 Students will identify appropriate
conflict resolution strategies (e.g., compromise,
cooperation, communication).
Economics
Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others,
the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an
increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.
Scarcity
Know why we can
Explain why you
SS-EP-3.1.1
Students will define basic economic terms related not have all we want. can’t have everything
you want.
to scarcity (e.g., opportunity cost, wants and
needs, limited productive resources-natural,
human, capital) and explain that scarcity
Describe difference
requires people to make economic choices and
in wants and needs.
incur opportunity costs.
DOK 2
Wants, needs
Economic Systems and Institutions
SS-EP-3.2.1
Know what a bank is. Explain what
Students will identify and give examples of
happens at a bank.
economic institutions (banks) and explain how they
help people deal with the problem of scarcity (e.g.,
Money, coins (penny,
loan money, save money) in today’s market
nickel, dime,
economy.
quarter), dollar, bank,
buy
Markets
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
4
updated 1/11/07
Social Studies
Kindergarten
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
Know that people
have jobs.
Describe different
jobs people have.
GRADE LEVEL STANDARDS/DOK
SS-EP-3.3.1
Students will define basic economic terms related
to markets (e.g., market economy, markets,
wants and needs, goods and services, profit,
consumer, producer, supply and demand, barter,
money, trade, advertising).
DOK 2
SS-EP-3.3.2
Students will explain different ways that people
acquire goods and services (by trading/bartering
goods and services for other goods and services or
by using money).
Production, Distribution, and Consumption
SS-EP-3.4.1
Students will define basic economic terms related
to production, distribution and consumption
(e.g., goods and services, wants and needs, supply
and demand, specialization, entrepreneur) and
describe various ways goods and services are
distributed (e.g., by price, first-come-first-served,
sharing equally).
DOK 2
SS-EP-3.4.2
Students will describe how new knowledge,
technology/tools, and specialization increases
productivity in our community, state, nation and
world.
SS-EP-3.4.3
Students will define interdependence and give
examples of how people in our communities, states,
nation and world depend on each other for goods
and services.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
3
Tell what you want to
do when you grow up
and why.
Jobs, Paychecks
5
updated 1/11/07
Social Studies
GRADE LEVEL STANDARDS/DOK
Kindergarten
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Geography
Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to
analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how
geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to
prepare for the future.
The Use of Geographic Tools
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
6
updated 1/11/07
Social Studies
Kindergarten
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SS-EP-4.1.1
Students will use a variety of geographic tools (e.g.,
maps, globes, mental maps, charts, graphs) to
locate and describe familiar places at home, school,
and the community
Know how others in
the class live.
Tell address, describe
if it is rural or urban
and how you know.
Know about life in
other places (rural,
urban) and what is
important.
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Past Peoples – The Native American Navajo
(Unit)
4
Address, Urban,
Rural
Know how others
lived in the past and
what was important
to them.
Know where you live
(address).
SS-EP-4.1.2
Students will identify the relative location of places
and things.
SS-EP-4.1.3
Students will use geographic tools to identify major
landforms, bodies of water and natural resources on
Earth’s surface.
Know what it is like
where you live (rural,
urban).
Know how to give
directions.
Know when to use a
map.
Explain how to get
from the classroom to
a location within
school. (office,
cafeteria)
Near, far, close
Name colors on a
globe and what they
stand for.
Globe, map, land,
water
Regions
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
7
updated 1/11/07
Social Studies
Kindergarten
PERFORMANCE
INDICATORS
GRADE LEVEL STANDARDS/DOK
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
4
SS-EP-4.2.1
Students will describe places on Earth’s surface by
their physical characteristics (e.g., climate,
landforms, bodies of water).
Patterns
SS-EP-4.3.1
Students will describe patterns of human settlement
in places and regions on Earth’s surface.
SS-EP-4.3.2
Students will describe how technology helps us
move, settle and interact in the modern world.
Human-Environment Interaction
SS-EP-4.4.1
Students will describe ways people adapt
to/modify the physical environment to meet their
basic needs (food, shelter, clothing).
DOK 1
SS-EP-4.4.2
Students will describe how the physical environment
can both promote and restrict human activities.
Know ways to
modify environment.
How will you get
food, shelter, water if
you go camping?
Build
Know how the
weather affects us.
Explain why the
weather helps and
hurts us.
Weather
Historical Perspective
History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present
and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students
need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in
Kentucky, the United States and the World.
The Factual and Interpretive Nature of History
SS-EP-5.1.1
Students will use a variety of primary and
secondary sources (e.g., artifacts, diaries, timelines)
to interpret the past.
The History of the United States
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
8
updated 1/11/07
Social Studies
Kindergarten
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
QUESTIONS/
CONTENT TERMS
SS-EP-5.2.1
Students will identify significant patriotic and
historical songs, symbols, monuments/landmarks
(e.g., The Star-Spangled Banner, the
Underground Railroad, the Statue of Liberty)
and patriotic holidays (e.g., Veteran’s Day,
Martin Luther King’s birthday, Fourth of July)
and explain their historical significance.
DOK 2
SS-EP-5.2.2
Students will identify and compare the early
cultures of diverse groups of Native Americans
(e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in what
is now the United States.
DOK 2
Know the American
flag and how we
show respect for it
(patriotic song,
“America”)
Explain why the
Pledge, Fourth of
July, Veteran’s Day,
American flag are
important.
SS-EP-5.2.3
Students will describe change over time in
communication, technology, transportation and
education in the community.
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
2
American Flag
Know the Pledge of
Allegiance
Know that families
move.
Know that families
change in size and
how they live.
Know that parents
have to work so you
can have food,
clothing, and shelter
(money)
Know we can
communicate by
different means.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicators represent skills from Program of Studies
Why do people move
and settle in new
places?
3
Jobs, families
Horses, buggy, car,
airplane, train
Explain why we need
Wall phone cordless
phone, cell phone?
9
updated 1/11/07