Kindergarten Social Studies
A Child’s Place in Time and Space
Unit
August-September
UNIT 1: Welcome
to Kindergarten
(Rules)
Big Idea:
A. Rules are made
so that everyone is
treated fairly.
Individuals are
accountable for
their actions.
B. Time can be
measured.
Expectations for Learning
History
1. Use chronological
vocabulary correctly.
(Introduce) (Long ago,
yesterday, today,
tomorrow, soon,before,
etc.)
Instructional Strategies



When examining artifacts and/or
photographs of other eras, model and
encourage the correct use of
chronological vocabulary.
Use calendars to show passage of days of
the week and months and schedule/plan
for events, keep track of important
dates/create a record of classroom history
Assessments/Resources




IMS Lessons:
Days of the
Week
What are the
Rules?
Good Citizens
in Action
Create Mission Statement and Class rules
4: Recognize the American flag
 Add citizenship traits to behavior chart
 Consequences = cause and effect
as a symbol of the United States
relationship or an “If this…then…
and the Pledge of Allegiance and
the national anthem as practices
Suggestions from State
in the United States.
 Children stand in a circle facing each
Essential Questions: (Throughout year)
other. Call out various characteristics both
that are unchanging (everyone with blue
1. Why are
Geography
eyes) and some that change (everyone
rules
wearing sandals. Help children notice that
necessary?
they have membership in multiple groups.
8. Identify ways that individuals
2. What are
in the family, school and
traits of
 Initiate a learning project and establish
community are unique and
good
individual and shared responsibilities to
ways that they are the same.
citizens?
accomplish a common goal.
3. How do we
 Engage children in meaningful
Government
conversations about differing rules in the
describe
home, school and community
time?
9. Identify responsibilities at
home and in the school and
Imagine It!
Unit 1: Off To School
Unit 9: Red, White
and Blue
Unit 7: Teamwork
community and describe how
individuals share those
responsibilities to achieve
common goals.
10. Explain the purpose for rules
at home and in the school and
community
Unit
September-November
UNIT 2: Where Are
We? Focus on Maps
Big Idea:
Models and maps
represent real places
Location, climate and
physical surroundings
affect the way people
live.
Nations are
represented by
symbols and practices.
Expectations for Learning
Instructional Strategies
Suggestions from State
Geography
 Take students on a walk and
4: Describe the relative location of
incorporate directional vocabulary
a familiar place using appropriate
(up/down, over/under, here/there,
terms.
5: Create models and maps of real
places.
8: Identify ways that individuals in
the family, school and community
are unique and ways that they are
the same
4: Recognize the American flag as
a symbol of the United States and
the Pledge of Allegiance and the
national anthem as practices in
Essential Questions:
1. Why is knowing the United States. (Throughout
year)
“where”
important?
2. How do
physical




behind/in front of)
Use a pictorial map or drawing of the
community, play I SPY. Provide children
with directional clues to find an item or
building on the map.
Use a variety of materials to engage
children in creating models or maps of
their classroom, playground or other
significant places of interest. Encourage
children to describe the place and its
significance to them.
Locate a pictorial view of a
neighborhood and a simple map of the
same neighborhood. Have children
locate a particular building or feature
on the pictorial map then find its
corresponding location on the other
map.
Use Unit blocks to construct a model
that represents places within the
Assessments/Resources
Imagine It!
Unit 1: Off To School
community
surrounds
affect the way
people live?
Unit
December-February
UNIT 3: Who Are We?
Families
Big Idea:
Heritage is reflected through
the arts, customs, traditions,
family celebrations and
language.
Personal history can be
shared through stories and
pictures.
Individuals are unique but
share common
characteristics of multiple
groups.
Essential Questions:
1. How do our
traditions define who

The I have… Who Has…game can be
used to practice symbols of the United
States
Expectations for Learning
History
1: Use chronological vocabulary
correctly.
2: Communicate personal
history through stories and
pictures.
3: Discuss art, customs,
traditions, family celebrations
and language that reflect
cultural heritage.
Instructional Strategies
Suggestions from State:
 When examining artifacts
and/or photographs of other
eras, model and encourage
the correct use of vocabulary
 Embed the language of time
throughout interactions with
children (e.g., yesterday,
before, soon)


4: Recognize the American flag
as a symbol of the United States
and the Pledge of Allegiance and
the National Anthem as
practices of the United States.

Geography

Children can make a book
about themselves at different
ages (e.g. birth, toddler and
preschool) using photos,
drawings and writing samples
Involve families in sharing
traditions, customs and
celebrations to develop
cultural awareness
Explore the art, music and
dance of other cultures
represented in the classroom
I have…Who has…game can
Assessments/Resources
IMS Lessons:

Winter Celebrations
as a Reflection of
Culture
Imagine It!
 Book 5: Stick To It
we are?
2. How do we share
stories about our
families?
8. Identify ways that individuals
in the family, school and
community are unique and ways
that they are the same.
be used to practice symbols
of the United States
3. How are we
alike/different?
Unit
March-May
UNIT 4: Economics
We Have Needs and
Wants
Big Idea:
People have needs and
make decisions to satisfy
those wants. These
decisions impact others.
Humans depend on and
impact the physical
environment in order to
supply food, clothing and
shelter.
Essential Questions:
What is the difference
between a want and a
need?
Expectations for
Learning
Economics
11: Explain how a
decision about an
individual want can
impact others.
12: Identify goods
and services
Geography
7. Identify Natural
Resources that are
used in the
children’s daily
lives.
Instructional Strategies
Suggestions From State
 Use classroom projects and experiences as
opportunities to engage children in decisionmaking about satisfying wants and how those
decisions impact others
 Engage children in intentional conversations to
define and illustrate goods and services
 Through dramatic play, children will demonstrate
their emerging understanding of goods and
services (Goods are objects that satisfy people’s
wants such as bicycles, books, gas, clothing, toys,
etc.) Services are activities performed by people,
firms or government agencies to satisfy economic
wants such as fast food, doctors, pet sitting, banks,
auto repair, childcare, etc.)


Engage children in intentional conversations to
identify and define natural resources and their
importance in children’s daily lives.
Have children identify natural resources such as
water, trees (lumber to build our homes), soil and
sunlight
Assessments/Resources
Imagine It!- Unit 7:
Teamwork
How do you get what
you want/need?
How do our wants affect
the environment?