Greenwich Public Schools Curriculum Overview Grade K Social Studies |
Social Studies Grade K Units
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In Social Studies, GPS students learn to think like historians, geographers, economists, and political scientists. The GPS Elementary Social Studies Program is grounded in inquiry which consists of four dimensions: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. Kindergarten students dive into history, civics, geography, and economic content spiraled throughout three units of instruction.
Aligned directly to The Vision of The Graduate, students are given opportunities to:
- Explore complex problems;
- Communicate effectively for a given purpose;
- Advocate for ideas, causes, and actions;
- Contribute to the community through dialogue, service, and/or leadership;
- Conduct themselves ethically and responsibly;
- Recognize and respect other cultural contexts and points of view
The Social Studies curriculum is aligned to the Connecticut K-12 SS Framework and supports the Connecticut Core Standards for Reading and Writing.
Unit 1: Roles and Responsibilities in a Community
Unit 2: Communities Past and Present
Unit 3: Familiar Places and Communities
Unit 1: Roles and Responsibilities in a Community | |
Overview: During this unit, students will discover that every family, classroom, school, and town in Connecticut has diverse members. Each member plays an important role in making their community a better place. In this unit, Kindergarteners will learn how families, leaders, schoolmates, and everyday citizens aim to act responsibly and respectfully to uphold rules and laws. Kindergarten students will learn about collaborative efforts that create a harmonious and thriving community. | |
Essential Questions | |
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Vocabulary | |
Academic: Opinion Describe Explain Argument Research Gather Sources Evidence Clarify Explanation Evidence Claims Visualize | Content: Rules Laws Roles Responsibilities Community Contributions Leader Jobs |
Standards as Learning Targets The key knowledge and key skills students will acquire from the unit | |
Inquiry:
| Content: Topic 1: Community
Topic 2: Rules and Laws
Topic 3: Working Together
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Evidence of Student Learning | |
Topics 1 & 2: Community & Rules and Laws
Topic 3: Working Together
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Supportive Technology and Resources | |
My World Interactive! Chapters: 1 & 3 | |
Unit 2: Communities Past and Present | |
Overview: During this unit, students will see how every community has a past, present, and a future. In this unit, Kindergarten students will explore the similarities and differences between their community’s past and the present. Students will utilize primary source documents such as newspapers, photographs, and artifacts, to generate questions about historical sources and explain how people lived in the past. | |
Essential Questions | |
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Vocabulary | |
Academic: Identify Similarities Differences Explain Generate | Content: Future Past Present Calendars Months Week Today Tomorrow Yesterday Year History Customs |
Standards as Learning Targets The key knowledge and key skills students will acquire from the unit | |
Inquiry:
| Content: Topic 1 My Life: Past and Present
Topic 2 The Family/Community: Past and Present
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Evidence of Student Learning | |
Topic 1 My Life: Past and Present Students will be creating timelines of their lives to demonstrate an understanding of past and present. Topic 2 The Family/Community: Past and Present Students will be interviewing a family or community member to learn about that person’s past and present in relation to our community. | |
Supportive Technology and Resources | |
My World Interactive! Chapters: 5 & 6 | |
Unit 3: Familiar Places and Communities | |
Overview: During this unit students will discover that many communities have common places that are important to the people who live and work there. The people, places, features, and elements of each community are what make it unique. In this unit, kindergarteners will explore geography and economics in the context of their local community. Students will distinguish between land and water features on maps, create simple maps of familiar places, learn where goods and services that exist in their community come from, and describe the places connected to their lives using various representations. | |
Essential Questions | |
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Standards as Learning Targets The key knowledge and key skills students will acquire from the unit | |
Inquiry:
| Content: Topic 1: Community Geography (Familiar Places)
Topic 2: Community Economy
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Evidence of Student Learning | |
Topic 1: Community Geography (Familiar Places) Students will create their own maps of the community including different features and places connected to their lives. Topic 2: Community Economy Students will participate in a classroom economy project that will allow them to show their understanding of various goods and services the community offers and income is used and spent. | |
Vocabulary | |
Academic: Distinguish Question Conversation Drawings Labels Explanations Interviews | Content: Geography Spatial awareness Globe Map Map Features (Land, water, buildings, roads . . ) Economy Money Wants Needs Goods Services Price Banks Income Street Neighbors |
Supportive Technology and Resources | |
My World Interactive! Chapter: 4 | |