Madison Public Schools
Kindergarten Social Studies
Written by:
Meredith Waryha
Samantha Mullins
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Janine Loconsolo
Supervisor of Elementary Education
Approval date:
September 9, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
Kindergarten students will be introduced to topics including classroom rules, American symbols,
Holidays, About Me, and My Family. Students will become familiar with why they are special and
how they fit into their families and their community. Students will develop friendships among their
classroom peers. Kindergarten students will learn how to handle conflict with classmates.
Goals
This course aims to:
● Make students familiar with rules and expectations of the classroom and how individual
students fit into a classroom community
● Develop student understanding of the importance of family and their role within the family
structure
● Develop an understanding of holidays and national symbols
● Develop and practice using nonfiction reading strategies with a variety of texts within each
topic
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: Creating a Classroom Community
Unit Summary:
In this unit of study kindergarten students will be introduced to several different topics in an effort
to create a strong classroom community. Over several weeks topics addressed will include how to
get along with others, making new friends, solving problems, how to be a good helper and classroom
rules. Students will engage in interactive learning experiences which will help them to see how
they fit into their new classroom community and their responsibilities as a student in the class.
Suggested Pacing: Marking Periods 1, 2
Learning Targets
Unit Essential Questions:
●
●
●
●
●
What is fair?
Why are there rules?
What are my responsibilities?
How does where we are shape who we are?
How does who we are shape where we are?
Unit Enduring Understandings:
●
● Rules and laws are developed to protect people’s rights and security and welfare of society.
● The examination of individual experiences, historical narratives, and events promotes an
understanding of individual and community responses to the violation of fundamental rights.
● In an interconnected world, it is important to consider different cultural perspectives before
proposing solutions to local, state, national, and global challenges.
● Holidays are an important part of our culture and every family enjoys their own traditions
for different holidays.
● The study of American folklore and popular historical figures enables Americans with
diverse cultural backgrounds to feel connected to a national heritage.
● Culture include traditions, popular belief, and commonly held values, ideas, and assumptions
that are generally accepted by a particular group of people.
● Historical symbols and the ideas and events they represent play a role in understanding and
evaluating our history.
● The culture with which an individual or group identifies changes and evolves in response to
interactions with other groups and or in response to needs and concerns.
● People view and interpret events differently because of the times in which they live, the
experiences they have had, the perspectives held by their cultures, and their individual
point of view.
Evidence of Learning
Unit Benchmark Assessment Information: For this unit of study students will participate in
various role play activities. Scenarios include:
-Children will role play and model appropriate action/behavior when making new friends including
how to greet another person and how to ask a new friend to play.
- Students will model what following the classroom rules should look like.
-Students will act out different scenarios and classmates will determine whether children are
getting along or not. For example, sharing and taking turns.
-Children will practice problem solving when acting out a difficult situation provided by the teacher,
and decide which strategy they can use to solve the problem in a kind way.
-Students will act out helpful classroom behaviors and classmates will notice what they are doing to
be helpful.
Objectives
(Students will be able to…)
Define what it means
to get along and
identify appropriate
ways to act in school.
Essential
Content/Skills
Content:
get along, rules,
follow directions
Skills:
-Students will learn
how to identify
whether children are
getting along or not.
-Students will learn
what it looks and feels
like when we get
along.
-Students will learn
strategies that they
can use to help them
get along with others.
-Students will learn
about appropriate
times to talk vs.
listen.
-Students will
practice different
speaking voices. They
will learn when it is
appropriate to use
quiet vs. loud voices.
-Identify reasons for
rules at home and at
school.
-Students will learn
what it means to be a
good listener and
practice being good
listeners.
-Students will learn
that we have rules at
home and at school.
-Students will learn
the purpose of having
rules at school
including to help
things run more
smoothly, to keep
everyone safe, and to
help us get along.
-Identify the meaning
of good choices vs.
poor choices.
-Students will learn
about the rules of
their classroom.
-Students will learn
the difference
between a good choice
and a bad choice.
-Students will learn
that making good
choices can help us to
get along with others.
Suggested
Assessments
-With teacher
assistance students
will identify one
classroom rule and
draw a picture to go
with the rule, lesson
masters p.24
-Role play different
scenarios for students
to show an
understanding of
what it means to be
helpful,get along with
others, and the need
for rules
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.A.1 Explain how rules and
laws are created by community,
states, and national governments
protect the rights of people, help
resolve conflicts, and promote the
common good.
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative
conversations with diverse
partners about kindergarten topics
and texts with peers and adults in
small and larger groups.
Pacing
2 lessons
a week for
8 weeks
Address
holidays
as they
come.
Content:
friend, share
Skills:
-Identify what it
means to be a friend.
-Students will learn
what a friend is.
-Students will
recognize what it
means to be a friend
and how to make a
new friend.
-Distinguish between
kind and unkind
behavior.
-Students will learn
how to introduce
themselves to others
and how to ask a new
friend to play.
-Teacher observation
of students
interactions with
others.
-Role play meeting
new friends and what
you can do and say to
make new friends.
-With teacher
assistance complete “a
flower of kindness”
activity, lesson
masters p. 34
6.1.4.A.1 Explain how rules and
laws are created by community,
states, and national governments
protect the rights of people, help
resolve conflicts, and promote the
common good.
CCSS.ELA-Literacy.SL.K.6
Speak audibly and express
thoughts, feelings, and ideas
clearly.
-Students will learn
about kind words and
actions that signify
friendly behavior.
-Students will
recognize behaviors
that are not
appropriate.
Content:
solve, problem, calm
down
-Role play the steps of
problem solving.
6.1.4.A.1 Explain how rules and
laws are created by community,
states, and national governments
to protect the rights of people, help
resolve conflicts, and promote the
common good.
-With teacher
assistance students
will complete the
“handy helper”
drawing and
sentence, page 55 in
lesson masters.
6.1.4.A.1 Explain how rules and
laws are created by community,
states, and national governments
protect the rights of people, help
resolve conflicts, and promote the
common good.
Skills:
-Identify strategies
used to help with
solving conflict.
-Students will learn
that it’s important to
solve problems in a
kind way.
-Students will learn
about the idea of
conflict resolution and
problem solving.
-Students will learn
the fours steps of
problem solving
including stop and
calm down, talk and
listen, think of ways
to solve the problem,
and agree on a plan
and try it.
Content:
follow directions, jobs
Skills:
-Identify behaviors
that are helpful.
-Identify and describe
classroom
responsibilities.
-Students will learn
what a “handy
helper” is and what
they can do to be
handy helpers at
school and at home.
- Students will learn
about the importance
of cleaning up in the
classroom.
-Students will learn
that good listening is
necessary to follow
directions.
-Students will learn
what their job is in
the classroom
-Students will learn
that one of their
responsibilities is to do
their work.
Identify holidays and
national symbols as
they come.
Content:
Columbus Day,
Election Day,
Thanksgiving,
Skills:
Identify the
importance of
Columbus Day.
Identify the
importance of Election
Day.
Identify the meaning
of Thanksgiving.
-Students will learn
about Christopher
Columbus and his
journey.
-Students will learn
what it means to vote
and the importance of
it.
-Students will learn
who the Pilgrims were
and what life was like
for them, why the
first Thanksgiving
was celebrated, and
why we celebrate
today.
With teacher
assistance students
will read a book about
each holiday as they
come and complete
the following:
-Draw a picture to
illustrate
understanding of
holiday or symbol
being taught.
-With teacher
assistance create a
sentence explaining
what was learned.
6.1.4.A.10 Describe how the
actions of Dr. Martin Luther King
Jr., and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent
generations.
6.1.4.A.14 Describe how the world
is divided into many nations that
have their own governments,
languages, customs, and laws.
6.1.4.D.12 Explain how folklore
and the action of famous historical
and fictional characters from New
Jersey and other regions of the
United States contributed to the
American national heritage.
6.1.4.D.13 Describe how culture is
expressed through and influenced
by the behavior of people.
6.1.4.D.17 Explain the role of
historical symbols, monuments,
and holidays and how they affect
the American identity.
6.1.4.D.20 Describe why it is
important to understand the
perspectives of the cultures in an
interconnected world.
6.1.4.D.6 Describe the civic
leadership qualities and historical
contributions of George
Washington, Thomas Jefferson,
and Benjamin Franklin toward
the development of the United
States government.
6.1.4.D.14 Trace how the
American identity evolved over
time
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative
conversations with diverse
partners about kindergarten topics
and texts with peers and adults in
small and larger groups.
Holidays
are
addressed
as they
come.
Unit 2 Overview
Unit Title: My Family and Me
Unit Summary: Kindergarten students will learn that there are many ways to describe who they
are. They will learn that there are many similarities and differences between themselves and their
classmates. Students will interpret different feelings and the facial expressions that go along with
those feelings. Students will explore that families are different and what makes their family so
special. Students will be encouraged to talk about their family traditions.
Suggested Pacing: Marking Periods 3, 4
Learning Targets
Unit Essential Questions:
● Who am I?
● How am I the same/different from my friends?
● What is a family?
● How do families differ?
● What do families need to thrive?
Unit Enduring Understandings:
● The way that I act and the choices that I make affect others.
● My family is special. Every person in my family is important and so am I.
● Holidays are an important part of our culture and every family enjoys their own traditions for
different holidays.
● People make decisions based on their needs, wants, and the availability of resources.
● The study of American folklore and popular historical figures enables Americans with diverse
cultural backgrounds to feel connected to a national heritage.
● Culture include traditions, popular belief, and commonly held values, ideas, and assumptions
that are generally accepted by a particular group of people.
● Historical symbols and the ideas and events they represent play a role in understanding and
evaluating our history.
● The culture with which an individual or group identifies changes and evolves in response to
interactions with other groups and/or in response to needs and concerns.
● People view and interpret events differently because of the times in which they live, the
experiences they have had, the perspectives held by their cultures, and their individual point
of view.
Evidence of Learning
Unit Benchmark Assessment Information: For this unit of study, students will make family trees
and present them to the class with teacher assistance. During this time they will share who makes
up their family, what makes their family special, and special traditions that their family may enjoy.
Objectives
(Students will be able to…)
Identify holidays and
national symbols as
they come
Essential
Content/Skills
Content:
Martin Luther King
Jr., Presidents Day,
Earth Day, Memorial
Day, Bald Eagle,
American Flag, White
House, Statue of
Liberty
Skills:
-Identify the meaning
of Martin Luther King
Jr. Day
-Students will learn
who Martin Luther
King Jr. was and the
changes he made in
our society.
-Identify the meaning
of President’s Day
-Identify what Earth
Day is and what we do
on this day.
-Identify the
importance of the
Bald Eagle.
-Identify the
American Flag and
why it is important.
-Identify the Statue of
Liberty and it’s
importance.
With teacher
assistance students
will read a book about
each holiday as they
come and complete
the following:
-Draw a picture to
illustrate
understanding of
holiday or symbol
being taught.
-With teacher
assistance create a
sentence explaining
what was learned.
Standards
(NJCCCS CPIs, CCSS, NGSS)
6.1.4.A.10 Describe how the
actions of Dr. Martin Luther King
Jr., and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent
generations.
6.1.4.A.14 Describe how the world
is divided into many nations that
have their own governments,
languages, customs, and laws.
6.1.4.A.15 Explain how and why
it is important that people from
diverse cultures collaborate to find
solutions to community, state,
national and global challenges.
-Students will learn
about George
Washington,
Abraham Lincoln and
how we honor them
today.
6.1.4.D.12 Explain how folklore
and the action of famous historical
and fictional characters from New
Jersey and other regions of the
United States contributed to the
American national heritage.
-Students will also
learn about the White
House and where it is
located.
6.1.4.D.13 Describe how culture is
expressed through and influenced
by the behavior of people.
-Students will learn
different ways that
they can help to keep
the Earth clean.
-Identify the meaning
of Memorial Day.
Suggested
Assessments
-Students will learn
how to make a
difference.
-Students will learn
that on Memorial Day
we honor those who
fought for our
country.
-Students will learn
what we do to
celebrate on Memorial
Day.
-Students will learn
that the Bald Eagle is
the national bird and
that it represents
freedom.
-Students will learn
that the flag
represents our
country.
-The flag is proudly
displayed and made
6.1.4.D.17 Explain the role of
historical symbols, monuments,
and holidays and how they affect
the American identity.
6.1.4.D.18 Explain how an
individual’s beliefs. values, and
traditions may reflect more than
one culture.
6.1.4.D.20 Describe why it is
important to understand the
perspectives of the cultures in an
interconnected world.
6.1.4.D.6 Describe the civic
leadership qualities and historical
contributions of George
Washington, Thomas Jefferson,
and Benjamin Franklin toward
the development of the United
States government.
6.1.4.D.14 Trace how the
American identity evolved over
time
CCSS.ELA-Literacy.SL.K.3
Ask and answer questions in order
to seek help, get information, or
clarify something that is not
understood.
Pacing
2 lessons
a week for
4 weeks
Address
holidays
as they
come.
up of red, white and
blue stars and stripes.
-Students will learn
what the Statue of
Liberty looks like,
where it is found,
given to us by the
French.
Content:
same, different,
feelings
Interactive Handout
1A: How I Look, self
portraits
6.1.4.D.18 Explain how an
individual’s beliefs. values, and
traditions may reflect more than
one culture.
Family trees
Skills:
-Identify similarities
and differences
among class
members.
CCSS.ELA-Literacy.SL.K.6
Speak audibly and express
thoughts, feelings, and ideas
clearly.
-Students will learn
that their identity is
made up of many
things.
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual
displays to descriptions as desired
to provide additional detail.
-Students will notice
similarities and
differences among
class members,
looking at physical
traits first.
-Identify specific
traits that make them
who they are.
-Students will learn
that the way they
look makes them
unique and special.
-Students will learn
about different
feelings that they
may experience.
-Students will
recognize different
talents that they
have that make them
special.
Content:
family, tradition
Skills:
-Define what makes a
family.
-Students will learn
what makes up a
family and why it is
special.
-Students will learn
that families love and
take care of
eachother.
-Students will notice
that families like to do
different things
together.
-Identify similarities
and differences
between families.
-Students will learn
that every family has
a story that happens
over time.
Have students dictate
and complete “I like to
____ with my family
because _____.”
6.1.4.A.15 Explain how and why
it is important that people from
diverse cultures collaborate to find
solutions to community, state,
national and global challenges.
6.1.4.C.2 Distinguish between
needs and wants and explain how
scarcity and choice influence
decisions made by individuals,
communities, and nations.
CCSS.ELA-Literacy.W.K.2
Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in
which they name what they are
writing about and supply some
information about the topic.
-Identify the meaning
of traditions.
-Students will learn
that families do have
some similarities but
they can also be very
different.
-Students will learn
that traditions are
special to each family
and specific examples
of traditions.
-Identify basic needs
and wants of a family.
-Students will
recognize different
traditions that their
family has.
-Students will learn
that all families need
food, water, shelter,
and clothing.
-Students will learn
many things we may
want to have but our
families do not need
those things to
survive.