K- Social Studies Curriculum – Civics, Government, and Human Rights
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
Students will be able to independently use their learning to…
-Demonstrate an understanding of rules by
following most classroom routines.
-Demonstrate responsibility by initiating simple
classroom tasks and jobs.
-Demonstrate appropriate behavior when
collaborating with others.
Understand that citizenship begins with becoming a contributing member of the classroom
community.
Meaning
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Q
○
1.There are social skills that are necessary for
working in a group.
2. Students have responsibilities in the school
and neighborhood.
3. There are symbols, landmarks and
documents that represent the school,
neighborhood, state, and nation.
1. How can people in my school and
neighborhood help people around
them?
2. Why is it important to be a good
friend?
3. What are my responsibilities within
my school and neighborhood to
demonstrate good citizenship?
4. Explain how symbols, landmarks, and
documents can unite you with others
and fill your role as a good citizen.
Acquisition
Students will know…
K
○
-Behaviors that contribute to cooperation
within groups at school and in a
neighborhood.
-The roles and responsibilities of being a
member of a group.
-School, neighborhood and community
symbols and landmarks (e.g. songs, firehouse,
library).
© Grant Wiggins & Jay McTighe 2011
T
○
Students will be skilled at…
S
○
-Participating in a group activity modeling
appropriate group behavior.
-Communicating positive feelings and ideas of
self (e.g. positive self-image, good friend,
helper, honest).
-Demonstrating respect for patriotic practices
and customs (e.g. reciting The Pledge of
Allegiance, singing the school song).
Stage 2 – Evidence
Evaluative Criteria
-Structured Observations
-Report Card Personal Development Indicators
Assessment Evidence
TRANSFER TASK(S):
Students will show their learning by…
Participating in each component of the Responsive Classroom approach.
-Establishing and following a set of classroom rules.
-Establishing Morning Meeting routines and expectations.
-Establishing and practicing cooperative group learning behaviors.
-Creating a classroom flag that symbolizes the classroom community.
-Learning and discussing the Conover Road Primary School song and comparing it to the
national anthem.
OTHER EVIDENCE:
-Oral response to read alouds.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
TT
○
OE
○
K Social Studies-B. Geography, People and the Envrionment
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Develop an awareness of the physical features
of the neighborhood/community
Identify, discuss, and role-play the duties of a
range of community workers
Transfer
Students will be able to independently use their learning to…
Understand that everyone is part of a larger neighborhood and community with various roles.
They will discover that people live in different kinds of homes and neighborhoods and
relationship between homes, neighborhoods, communities, state, countries and the Earth
T
○
Meaning
UNDERSTANDINGS
U
○
Students will understand that maps allow us
to find and display locations in the world
Students will discover how symbols are used to
represent things on maps and how to use a
map key
Students will understand that people in the
school and neighborhood have roles to
perform
Students will understand that jobs in the
community allow the town to work properly
ESSENTIAL QUESTIONS
Q
○
What does my community look like?
Why are maps important?
How can people in my school and my
community help people around them?
What are different jobs that people have in
your community?
Acquisition
Students will know…
Students will be skilled at…
 Examples and roles of community
 Reading maps, using symbols, keys
helpers (police officer, firefighter, mail
and the compass rose
carrier, grocer, mechanic, plumber,
 Drawing maps with detail
miner, farmer, doctor
 Identifing community helpers and
 How to read a map and draw a map
their roles
S
○
(classroom, school or town)
© Grant Wiggins & Jay McTighe 2011
K
○
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
TT
○
Kindergarten students will show their learning by…
 Creating a map of their classroom, including physical features (desk, bathroom, doors,
windows, etc)
 Use blocks to create a physical model of the classroom
 Create Classroom community helpers with the use of class jobs
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
OE
○
K-Social Studies Curriculum-Economics, Innovation, and Technology
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
-Apply opportunity to evaluate individuals’
decisions, including ones made in their
communities.
Students will be able to independently use their learning to…
T
○
Base their decisions on their needs, wants, and the availability of resources.
Meaning
-Distinguish between needs and wants explain
how scarcity and choice influence decisions
made by individuals, communities, and
nations.
UNDERSTANDINGS
U
○
1. Students will understand that that
goods and services meet people’s
needs.
2. Students will understand simple
economic concepts such as: goods,
services, wages, and expenses.
ESSENTIAL QUESTIONS
Q
○
5. How do people earn money?
6. What are the main differences
between goods and services?
7. What role does money play in the
purchasing of goods and services?
Acquisition
Students will know…
Students will be skilled at…
 In order to be a member of society,
 Using currency to exchange for goods
they need to earn money.
and services.
 There are different ways to earn
 Performing a service in which they are
money.
earning currency at the primary level.

The importance of money.
K
○
Stage 2 - Evidence
Evaluative Criteria
*Well crafted
*Clear explanation
© Grant Wiggins & Jay McTighe 2011
Assessment Evidence
TRANSFER TASK(S): Kindergarten students will show their learning by:
*Creating and sharing a poster depicting their needs and wants.
S
○
TT
○
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
OE
○
K-Social Studies Curriculum-Economics, Innovation, and Technology
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
-Apply opportunity to evaluate individuals’
decisions, including ones made in their
communities.
Students will be able to independently use their learning to…
T
○
Base their decisions on their needs, wants, and the availability of resources.
Meaning
-Distinguish between needs and wants explain
how scarcity and choice influence decisions
made by individuals, communities, and
nations.
UNDERSTANDINGS
U
○
3. Students will understand that that
goods and services meet people’s
needs.
4. Students will understand simple
economic concepts such as: goods,
services, wages, and expenses.
ESSENTIAL QUESTIONS
Q
○
8. How do people earn money?
9. What are the main differences
between goods and services?
10. What role does money play in the
purchasing of goods and services?
Acquisition
Students will know…
Students will be skilled at…
 In order to be a member of society,
 Using currency to exchange for goods
they need to earn money.
and services.
 There are different ways to earn
 Performing a service in which they are
money.
earning currency at the primary level.

The importance of money.
K
○
Stage 2 - Evidence
Evaluative Criteria
*Well crafted
*Clear explanation
© Grant Wiggins & Jay McTighe 2011
Assessment Evidence
TRANSFER TASK(S): Kindergarten students will show their learning by:
*Creating and sharing a poster depicting their needs and wants.
S
○
TT
○
OE
○
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
K Social Studies Curriculum – History, Culture, and Perspective
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
Students will be able to independently use their learning to…
-Describe characteristics of oneself, one’s
family, and others.
-Demonstrate an understanding of family
roles and traditions.
-Express individuality and cultural diversity
(e.g., through dramatic play)
-Learn about and respect other cultures within
the classroom community.
© Grant Wiggins & Jay McTighe 2011
T
○
-Recognize that individuals and families have unique characteristics.
-Understand that there are many different cultures within the classroom and community.
Meaning
UNDERSTANDINGS
U
○
1. Students will understand that people
respect and pass on their traditions
and customs.
2. Students will understand that there
are various cultural heritages within
their classroom and community.
ESSENTIAL QUESTIONS
Q
○
11. How do people and events teach us
about the past?
12. How can cultural differences impact a
classroom and a community?
13. How do people within a family help
each other?
3. Students will understand that people
contribute in different ways within a
family, a classroom, and a community.
14. How do people within a classroom
help each other?
15. How do people within a community
help each other?
Acquisition
Students will know…
K
○
-What their role is in their family, classroom,
and community.
-Traditions associated with holidays
celebrated throughout the year.
-Three facts about their family’s traditions and
culture.
Students will be skilled at…
S
○
-Identifying holidays on a calendar.
-Using reading, speaking and listening skills to
obtain knowledge of the diversity in their
classroom community.
-Identifying the roles of members in a family.
-Identifying the roles of people in the schools.
-Identifying the roles of people in community.
Stage 2 - Evidence
Evaluative Criteria
-Observation
-Anecdotal records
Assessment Evidence
TRANSFER TASK(S):
Kindergarten students will show their learning by…
Completing a family survey to learn about their heritage, traditions, and culture.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
TT
○
OE
○
© Grant Wiggins & Jay McTighe 2011