POMPTON LAKES SCHOOL DISTRICT
SOCIAL STUDIES - KINDERGARTEN
June 2014
Dr. Paul Amoroso, Superintendent
BOARD MEMBERS
Mrs. Dale Ambrogio, Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz,
Mr. Shawn Dougherty, Mrs. Eileen Horn, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
Unit Overview
Content Area:
Social Studies
Unit Title:
Unit 1 – Citizenship
Target Course/Grade Level: Kindergarten
Unit Summary:
In this unit, students will recognize what is expected in the classroom. Students will demonstrate an
understanding of rules by following most classroom routines.
Unit Rationale:
Students need to know how to follow directions and classroom routines in all subject matters including
specials.
Student Learning Objectives
Students will:
 Understand what a class community looks like.
 Demonstrate classroom rules and follow classroom routines.
 Demonstrate responsibility by initiating simple classroom tasks and jobs.
 Demonstrate appropriate behavior when collaborating with others.
Related Content:
Students will follow classroom rules in all academic and special subjects. They will work cooperatively
with their peers.
Code #
Common Core State Standards
6.1
Citizenship begins with becoming a contributing member of the classroom community.
6.1.P.A.1
Demonstrate an understanding of rules by following most classroom routines.
6.1.P.A.2
Demonstrate responsibility by initiating simple class tasks and jobs.
6.1.P.A.3
Demonstrate appropriate behavior when collaborating with others.
Unit Essential Questions
Unit Enduring Understandings
 What is a classroom community?
 Students will feel they are part of a
community, where everyone feels accepted
 How can we follow classroom rules?
and where individuality is encouraged.
Students will learn how to participate in
class meetings, work collaboratively, and
resolve conflicts peacefully with appropriate
resources.
 Students will demonstrate appropriate
behaviors according to classroom rules.
They will display a sense of independence
and responsibility through classroom tasks
and jobs.
Unit Learning Targets
Students will ...
 Understand of what it feels like to belong to a classroom school or community.
Evidence of Learning
Summative Assessment:
 Teacher Observations
 Teacher Conferences
Formative Assessments
 Teacher-created projects
 Peer discussion
Lesson Plans
Lesson
Lessons Coordinate with Reading and Writing
Timeframe
Lessons Coordinate with Reading and Writing
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Teacher Notes:
 Teacher created materials
 Adjust pacing as necessary
Curriculum Development Resources
 New Jersey Department of Education
 Rigby Resources
Unit Overview
Content Area:
Social Studies
Unit Title:
Unit 2 – Who Am I?
Target Course/Grade Level: Kindergarten
Unit Summary:
In this unit, students will recognize that individuals and families have unique characteristics. They will
demonstrate an understanding of family roles and traditions. They will express individuality and cultural
diversity. They will also learn about and respect other cultures within the classroom and community.
Unit Rationale:
Students will recognize that every individual is unique.
Student Learning Objectives
Students will:
 Recognize that every individual has their own characteristics.
 Learn and respect other cultures within classroom and community.
 Express individuality and cultural diversity through dramatic play.
 Learn about various holidays from around the world.
Related Content
Students need to be respectful to their peers and recognize that everyone is unique.
Code #
Common Core State Standards
6.1.P.B.1
Develop an awareness of the physical features of the neighborhood and the community.
6.1.P.B.2
Identify, discuss, duties of range of community workers.
6.1.P.D.1
Describe characteristics of one’s self, one’s family and others.
6.1.P.D.2
Demonstrate an understanding of family roles and traditions.
Unit Essential Questions
Unit Enduring Understandings
 Who am I?
 Students will recognize that every individual
is different.
 What makes us unique?
 They will learn about other cultures and
 How can we respect everybody’s
respect them.
individual differences?
 They will develop awareness that everyone
celebrates different holidays and traditions.
Unit Learning Targets
Students will ...
 Understand that all individuals are different.
 Express individuality by writing about their characteristics.
 Demonstrate an understanding of family traditions and roles.
Evidence of Learning
Summative Assessment:
 Teacher Observations
 Teacher Conferences
Formative Assessments
 Teacher created projects
 Peer discussion
Lesson Plans
Lesson
Lessons Coordinate with Reading and Writing
Timeframe
Lessons Coordinate with Reading and Writing
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Teacher Notes:
 Teacher-created materials
 Adjust pacing as necessary
Curriculum Development Resources
 New Jersey Department of Education
 Rigby Resources
Unit Overview
Content Area:
Social Studies
Unit Title:
Unit 3 – Neighborhood and Community
Target Course/Grade Level: Kindergarten
Unit Summary:
In this unit, students will recognize that everyone is a part of a larger community and neighborhood. They
will develop awareness of physical features of the neighborhood/community. They will discuss and roleplay the duties of a range of community workers.
Unit Rationale:
Students will recognize various community helpers and their roles.
Student Learning Objectives
Students will:
 Understand what the physical features of the neighborhood/community are
 Identify, discuss and role-play the duties of a range of community workers.
Related Content
Students will recognize that community helpers surround their neighborhood and community.
Code #
Common Core State Standards
6.1.P.B.2
Identify, discuss, duties of range of community workers.
Unit Essential Questions
Unit Enduring Understandings
 What is a community helper?
 A community helper is a person who has an
important job in the community.
 What roles do community helpers play?
 Students will recognize the roles of
 What are the physical features of a
community helpers and identify them in
neighborhood?
their neighborhood.
 Some physical features are schools, houses,
stores, etc.
Unit Learning Targets
Students will ...
 Understand the importance of community helpers and their role in the neighborhood.
Evidence of Learning
Summative Assessment:
 Teacher Observations
 Teacher Conferences
Formative Assessments
 Teacher created projects
 Peer discussion
Lesson Plans
Lesson
Lessons Coordinate with Reading and Writing
“
“
“
Teacher Notes:
 Teacher created materials
 Adjust pacing as necessary
Curriculum Development Resources
 New Jersey Department of Education
 Rigby Resources
Timeframe
Lessons Coordinate with Reading and Writing
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Unit Overview
Content Area:
Social Studies
Unit Title:
Unit 4 – Where I Live?
Target Course/Grade Level: Kindergarten
Unit Summary:
In this unit, students will learn about the American Flag and the Pledge of Allegiance. Students will also
learn about Betsy Ross.
Unit Rationale:
Students will recognize the importance of the American Flag and the Pledge of Allegiance.
Student Learning Objectives
Students will:
 Identify the American Flag by its colors and stripes.
 Recite The Pledge of Allegiance and discuss the parts of them.
Related Content
Students will learn about America and the importance of the American Flag.
Code #
Common Core State Standards
6.1.4.D.17
Explain the role of historic symbols, monuments, and holidays and how they affect the
American identity.
Unit Essential Questions
Unit Enduring Understandings
 What does the American Flag look like?
 The American Flag has 13 stripes and 50
stars and is red, white and blue.
 What is the Pledge of Allegiance?
 The Pledge of Allegiance is a promise to be
 Who is Betsy Ross?
loyal to the United States of America.
 Students will understand where they live by
identifying the American Flag and by
listening to various books about America.
Unit Learning Targets
Students will ...
 Understand where they live and the importance of America.
Evidence of Learning
Summative Assessment:
 Teacher Observations
 Teacher Conferences
Formative Assessments
 Teacher created projects
 Peer discussion
Lesson Plans
Lesson
Lessons coordinate with Reading and Writing
“
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Teacher Notes:
 Teacher-created materials
 Adjust pacing as necessary
Curriculum Development Resources
 New Jersey Department of Education
 Rigby Resources
Timeframe
Lessons coordinate with Reading and Writing
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